[ 摘要 ]

本研究旨在探討高雄縣、屏東縣原住民地區國小教師專業發展現況、困境與需求，並根據研究結果提出具體建議，以供原住民地區國小教師在專業發展的參考。本研究採問卷調查方式在高屏兩縣全部之原住民小學共25所（高雄縣6所；屏東縣19所）實施，對象為教師兼行政（主任、組長）、教師（級任及科任），共發出問卷220份，回收有效問卷212份。

研究結果發現原住民地區國小教師專業發展以參加教育行政單位、教師研習 中心或政府機關辦理之教師專業發展活動及校內進修活動為主要發展模式。雖然原住民地區國小教師對專業發展活動研習安排上感到滿意，但卻因為交通不便、距離進修場所太遠及學校工作負荷量重而感到困擾。此外，學生的學業成就低落，家長教育態度不積極也使老師必須進行更多的補救教學，而減少其可進修時間。教師在「家庭方面」的困境則是以未婚、年資5年以下的教師較低。此外，部份教師因為思考原住民教育的本質內涵，因此對於族群認同、民族教育有更積極性的需求。





關鍵字：教師專業進修、教師專業發展



[ 英文摘要 ]

The purpose of this research was to study the current status quo, needs and difficulties of the professional development for elementary teachers in aboriginal areas of Kaohsiung and Ping-dong counties. 220 surveys were distributed to25 aboriginal elementary schools in Kaohsiung and Ping-dong and samples included both administration staffs and teachers .212 surveys were collected.

The result revealed that the training programs for professional teaching that elementary teachers in aboriginal area mainly chose were hold by the boards of Education and Administration, Teachers'' In-Service Education Center, local governments and schools. While being content with the training program of the professional knowledge, teachers faced the limitation of inconvenient traffic, long distance from program, and heavy loading from school. Moreover, the teachers in aboriginal area had less time for further study because of the extra remedial courses after school as the performance of students didn’t reach the standard and parents didn’t pay enough attention. On the other hand, teachers also faced the dilemma of their families and their work. Some teachers tried to promote local culture education and had the further needs in identifying their own tribes since they realized the nature of aboriginal education.



Key words：teacher further perfessional enhancement

teacher perfessional development