| Summary: | 碩士 === 靜宜大學 === 教育研究所 === 105 === The study aimed to probe into one elementary school teacher’s conviction, who was professional and important practice process of “indigenous cultural education”, as well as impact after practicing such education. The narrative research was adopted in the study, with Mrs. Hsiu-Yu Chang selected as the research participant in light of purposive sampling. Data collection included in-depth interview, research journals, observation, and document examination for further verification. The inductive method was used for data analysis. The results were as follows:
1.Mrs. Chang’s educational conviction was affected by her family, schools, and the environment, paying extra attention to “indigenous cultural education”. She considers indigenous culture to be important nourishment of children’s development and character cultivation. Teachers should guide students to attend to the daily environment, and cultivate children’s identification with “indigenous culture”. Love and care should be used to accompany children, thus realizing equality of educational opportunity. Rooted in local contexts and intertwined with global contexts, the indigenous culture should be kept with its mission of passing on to the next generation.
2.In the process of professional development into “indigenous cultural education”, Mrs. Chang well demonstrates not only her capacity of keeping learning professional competence but also her endless learnability.
3.Important practice process of “indigenous cultural education” by Mrs. Chang included:
(1)Using child art education to link “indigenous culture” and the community environment together, guiding children to know the beauty of the daily environment and the culture in which they stay.
(2)Affected by the 921 Earthquake, Mrs. Chang notices the needs in disadvantaged families, and shows her devotion to education practices of social justice with love and care embedded within.
(3)Her conviction was communicated through creation of the picture book entitled “Indigenous cultural education”, and are transformed into practicality in promoting indigenous cultural education.
(4)Impacts after practicing indigenous cultural education include the inner change and subsequent influences. Based on the above results, this study provides suggestions for teachers, schools, administrative organizations, and future research.
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