本研究旨在探討原住民重點國民小學之原住民教師的課程教學及心理調適歷程，以瞭解其參與泰雅族文化課程的文化回應教學挑戰與需求。以半結構式訪談及田野觀察蒐集資料，研究發現如下：
一、泰雅族文化課程教師之課程適應策略
參與泰雅族文化課程之原住民教師的課程適應策略，以提升專業知能為主，透過個人化及社會化知識管理策略，理解與應用文化知識，提升教學知能，使自己更勝任泰雅族文化教學，符合課程的角色期待。
最大的挑戰為理解課程內容並選用適合的教學方法與素材，運用的知識管理策略有：網上學習、資料查找、詢問在地專家、協同教學、建立教學檔案、同儕討論、研習及工作坊、參訪學習等。受訪教師皆認同泰雅族文化課程理念，肯定學習泰雅族文化的重要，唯需提升專業知能以充分發揮優勢。
二、泰雅族文化課程教師所需職能與素養
泰雅族文化課程教師需具備的職能，包括泰雅族文化知識、文化回應教學知能、族語運用、知識管理等；亦需具備認同泰雅族文化課程的價值、文化敏感度、溝通與合作等素養。
三、在地化的親師關係
原住民教師透過通訊軟體、走入社區及良好的溝通技巧，與家長建立在地化的親師關係。部分家長未充分瞭解學習泰雅族文化的價值，教師持續與家長溝通，試圖協助家長理解與認同泰雅族文化課程的理念、課程內容及執行方式。

The purpose of this study is to explore indigenous Taiwanese teachers'' challenges and adaptation process of culturally responsive teaching in the key indigenous elementary schools in Atayal course. The data was collected through semi-structured interviews and field observation. The findings are as follows:
1. Indigenous teachers'' strategies of curriculum adaptation
Indigenous teachers enhance their professional knowledge by personal and social knowledge management strategies, so that they can equip themselves with more knowledge of Atayal culture and instructional techniques for teaching.
The most difficult part of culturally responsive teaching in the Atayal course is to comprehend curriculum content and choose suitable instructional techniques.Indigenous teachers learn more about Atayal culture and culturally responsive teaching through knowledge management strategies, such as E-learning, document searching,interviews, team teaching, teaching portfolios, peer discussion, workshops and school visits. Indigenous teachers consider learning Atayal culture important and they acknowledge the philosophy of the Atayal courses as well. Indigenous teachers need to improve their professional knowledge and competence.
2. Competencies indigenous teachers need for Atayal courses
Indigenous teachers require competencies in cultural knowledge, culturally responsive teaching, tribal language, knowledge management, Atayal course philosophy, cultural sensitivity, communication and cooperation.
3. The local parent-teacher relationship
Indigenous teachers become familiar with parents through communication softwares, going into the communities and good communicative skills. Some parents do not realize the importance of their children learning Atayal culture; therefore, indigenous teachers keep communicating with the parents and try to help them to understand and accept not only the philosophy of the Atayal courses, but also the curriculum content and how the lessons are executed.