[ 摘要 ]

台灣當前，任教於原住民學校的教師仍以漢籍教師為主。而教師角色的定位，關係到教師對學生的期望以及與學生的溝通和互動。本研究主要的研究目的在於探討原住民學校中漢籍教師的教師角色認同和角色期望，及影響其教師角色認同和角色期望的因素。

研究以任教於排灣族地區原住民學校的三位漢籍教師作為訪談對象，透過深度訪談法以達上述研究目的。研究結論為：一、漢籍教師的教師角色認同是由對學生、家長、學校同儕、學校整體的認同，以及對整個原住民族的認同所建構而成；二、漢籍教師的教師角色期望會因原住民教育的特殊性及學生學習型態的不同而有所調整；三、漢籍教師的個人特質、教育理念和族群態度是影響其教師角色認同和角色期望的主要因素；四、未來有意願進入原住民學校任教的漢籍教師應充實多元文化教育知能觀，以能具備符合原住民學生學習的教師角色認同和角色期望。

[ 英文摘要 ]

Currently, Han teachers are still the majority of teachers at aboriginal schools in Taiwan. The role of teachers concerns the expectations of students and the communication between teachers and students. The main purpose of present research is to study Han teacher''s identity and expectations , and influence on their identity and expectations .



Three Han elementary teachers who were teaching at Paiwan aboriginal schools were invited as informants , and by through depth interviews to reach the research purposes. Results showed that: first, the Han teacher''s role identity is constructed from identity with students, parents, school peers, the school''s overall identity, and the whole aboriginal communities. Second , Han teacher''s expectations will adjust to particularity of aboriginal education and different learning style with student. Third , the personal qualities , educational concept and ethnic attitude of Han teachers are major factors that influence Han teachers '' role identity and expectations. Fourth , to become an aboriginal schools teacher , one should have the literacy of multicultural education to have teacher''s identity and expectations to meet aboriginal student''s learning.