- Chou, Hui-Min. 2007. “An Interpretive Study of Han Teachers’ Beliefs on Teaching Urban Indigenous Students in Taiwan.” Taiwan International Studies Quarterly, Vol. 3, No. 2, pp. 47-84. Taipei, Taiwan: Taiwan International Studies Association.
This study examines the beliefs and attitudes of two Han Chinese teachers who were considered exemplary teachers of Indigenous students by the teacher educators, principals and administrators. It also explores related personal and contextual factors in order to better understand how teaching expertise was developed and was supported or impeded. Using qualitative research methods, I collected data via classroom observations, in-depth interviews, and reflection logs. The data analysis identified three major themes in the teachers’ beliefs and attitudes of urban Indigenous students: (a) education for urban Indigenous students, (b) beliefs about Indigenous students, and (c) beliefs about teaching. The findings also indicate that teachers’ experiences with cultural diversity profoundly impact the teaching practice. The more that teachers experience their students’ cultures, the better they would understand and appreciate cultural diversity. Based on the research findings, this study suggests that teacher educators should consider cultural contexts when preparing teachers to teach Indigenous students. Culturally relevant teaching might well be suitable for educators who teach Indigenous students.