最後根據研究結果，對教育行政機關、學校行政及教學單位、客語教師及後續相關學術研究提出具體建議，以供未來規劃與實施客語師資培育之參考。 ;This study aims to explore current instruction of elementary school Hakka teachers. It explored national language policy, mother tongue instruction theory and development and importance of Hakka instruction in Taiwan. Moreover, it analyzed the development of laws related to Hakka teacher cultivation, adopted content of Hakka teacher education courses, and interviewed Hakka teachers to explore current instruction of elementary school Hakka teachers and requirement of curriculum. Finally, this study proposed the improvement and suggestion to enhance elementary school Hakka teacher education in order to promote and pass on Hakka culture. As to research subjects, by purposive sampling, the researcher interviewed elementary school Hakka teachers in Taoyuan City and Hsinchu County, important areas of Hakka culture development. This study adopted qualitative research methods such as literature review and in-depth interview, and analyzed and generalized data obtained. Research findings are shown below: 1. Most of elementary school Hakka teachers are middle-aged and senior Hakka instruction support teachers. Their motivation is to pass on and glorify Hakka culture. 2. Hakka teachers’ instructional obstacles are educational concept of school, teachers’ class management competence, parents’ support and students’ learning attitude. 3. Hakka teacher education curriculum design is based on academic subjects and it lacks the courses of educational professional competence. 4. Current and future Hakka teachers’ demand for teacher education courses.
Finally, according to research findings, it proposed specific suggestions for educational authority, school administration and instruction units, Hakka teachers and the following academic research as the reference for future planning and implementation of Hakka teacher education.
