A study on the Teaching Ability of Junior High School Teachers in Aboriginal Areas - The Perspective of Multicultural Education

• Main Authors: HSU CHIH CHIN, 徐志欽
• Other Authors: Hsing-Kuang, Chao
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/bd9j89

碩士 === 東海大學 === 教育研究所 === 102 === Utilizing qualitative research design, this study attempts to understand the problems of Junior High school teachers and inquire the teaching ability of junior high school teachers in aboriginal areas. Seven interviewees were involved in this study, including three Principals, three junior high school teachers, and a pastor who involved in the community education in an aboriginal Township, Nantou County. Findings show that teachers in aboriginal areas encounter seven problems in their teaching environment: (1) The turnover rates of teacher are high; (2) The family support is weak; (3) Community resources are rear; (4) culture stimulations from mainline society are weak; (5) Academic achievements are low; (6) Teachers are not familiar with aboriginal culture; (7) Teaching materials don’t fit in the aboriginal context. According to culturally responsive teaching theory, this study suggests that high school teachers in aboriginal areas should equip with three teaching abilities：(1) teacher should be aware of aboriginal culture；(2) Teachers should adopt the positive attitude toward aboriginal students；(3) Indigenous cultural should be integrated into teaching materials. The teaching effectiveness should be improved, if teachers in aboriginal areas are furnished with communication skills with aboriginal students and equip with the knowledge of aboriginal culture and life experiences.