原住民族委員會為落實原住民族教育法第17條之立法意旨，102年起提出鼓勵大學校院開設原住民專班補助計畫，計畫推動迄今，目前已經有17所大專院校增設23個原住民專班，每年初估可提供約800名的原民生員額。過去有許多學者對於大學原專班的設置，提出了許多的觀察與評論；主要的分析面向，不外乎課程安排的規劃、專班師資的配置與民族發展的期待。不容置喙，大學近幾年來紛紛設置原專班，在專班經營、課程規劃、教學成效與學生職涯等等面向，確實有許多作法需要改進，當然也有許多需要重新思考的地方。然而，在前項針對原住民專班需進行改進的諸多批判上，又以進用原住民教師充實原住民專班師資之意見，最為教育部、原民會及原住民族社會來得關注。甚至在已經接受過高教評鑑的各大學原住民專班中，該原住民專班是否進用原住民師資或其原民師資之比例，皆為評鑑時的重要考核項目。對於大學原住民專班是否需進用原住民師資的議題，一直以來在學界並未有廣泛之討論，且在未經過長時間的統計觀察下，這樣的討論恐會成為「信則恆信之」的輪迴。本文試圖以勾勒大學原住民專班的原住民教師圖像為研究主軸，透過各界對於任教於大學原住民專班的原住民老師之認知，分析原住民老師在學校端、學生端及家長端，如何界定其之教師圖像。而我們所採取的研究方式，是透過教學現場的民族誌研究方法，將筆者近幾年來，身處於不同大學之原住民專班任教的參與觀察之經驗，及彙整每學期課程結束後，原住民專班同學給予之教學意見回饋表，還原各界對於原住民專班的原住民老師之具體形象認知。最後，本文要以批判教育學的始祖Paulo Freire謝世後所出版，對教師心靈喊話的書－《教師即文化工作者：致勇於教書的人們》中所形塑的教師圖像作為反思，一位理想的原住民專班之原民老師，應具備之專業素養及知能為何？抑或是身為本民族之教育工作者，除了在專業能力之精進下，如何在高等教育與民族教育之間，尋求本身的立足點，以回應社會各界對於原住民族高等教育之期待。

In order to implement the legislative intent of Article 17 of the Law on Indigenous Peoples Education, the Aboriginal Ethnic Committee has proposed to encourage the establishment of the Aboriginal Specialized Subvention Program in the University School. Since the beginning of the year, there have been 17 tertiary institutions. Aboriginal special classes, the annual estimate can provide about 800 of the original livelihood of the staff. In the past, many scholars have made a lot of observation and comment on the setting of the original school, and the main analysis is not only the planning of the curriculum, the configuration of teachers and the expectation of national development. In recent years, universities have set up special classes, in the special class business, curriculum planning, teaching effectiveness and student career, and so on, there are many practices need to be improved, of course, there are many need to rethink the place. However, in the previous paragraph on the Aboriginal special classes need to improve the criticism, but also to use the aboriginal teachers to enrich the views of the aboriginal teachers, the most ministry of education, the original people and the indigenous peoples of the community have to pay attention. Even in the University has been accepted by the evaluation of the Aboriginal college classes, the aboriginal classes whether the use of Aboriginal teachers or the proportion of their original teachers, are important assessment of the assessment project. There has been no extensive discussion on the need for Aboriginal teachers to be used by Aboriginal College Students, and that such discussions have become ＂faithful＂ in the absence of a long period of statistical observation The reincarnation. This paper attempts to outline the aboriginal teachers of the University of Aboriginal teachers as the main axis of the study, through all walks of life for the University of Aboriginal classes in the aboriginal teachers of the cognitive, analysis of Aboriginal teachers in the school side, students and parents, How to define its teacher image. And we have taken the research method, is through the teaching of the ethnographic research methods, the author in recent years, living in different universities in the aboriginal classes to participate in the observation of the experience, and the end of each semester after the end of the aboriginal Special classes to give the teaching feedback form, to restore all sectors of the aboriginal classes for the aboriginal teachers of the specific image of cognition. Finally, should the ancestor of Paulo Freire to Critical Pedagogy of the World published a book of spiritual teachers propaganda -: Teacher Images ＂teacher as cultural workers caused the courage to teach people＂ in the shaping as a reflection, a The ideal aboriginal classes of the original teacher, should have the professional quality and knowledge of why? Or as the education of the nation's educators, in addition to the professional ability of the fine, how in higher education and national education, to seek their own foothold in response to the community for the aboriginal higher education expectations.