本研究嘗試從認同的後現代論述切入，以敘事探究的方法，探尋三位原住民幼教師之身分認同。資料的來源包括相互敘說、敘說訪談、訪談省思日誌及敘說者訪談後之札記。本研究對於原住民幼教師身分認同的發現有：原住民身分認同的流動性、原住民身分與幼教師身份是兩條平行線、敘說自我與原住民教師身分的相遇與覺醒。另外，本研究亦呈現研究者對自己的教師和研究者身分認同的解構，認為師資培育者應在視「原」「漢」學生之時有著不同的眼光與回應、在教學與研究中來回穿越、以及在場域中實踐關注經驗與脈絡的敘事分析。關於原住民幼教師的培育，作者提出反思與建議，試圖藉由本研究牽引出一條在兩個身分認同（原住民身分以及幼教師身分）間的連結線；並且邀請讀者以「移動的饗宴」此一隱喻來關照身分認同的妥協與多變性。

This study attempts to explore the sense-making process of aboriginal educare-givers’ identities through narrative inquiry. The materials for analysis include interactivenarrative field texts, narrative- interview field texts, researcher’s journals, and interviews’ transcripts. The findings are as follows: The aboriginal identity is fluid. The ethnic identity and educare-giver identity develop in two parallel lines. And self-narrative is the pathway to seek their culture, and promote aboriginal educare-givers’ identities. Further, this study has deconstructed the author’s own identity as “teacher and researcher”, suggesting professors in teacher preparation programs to: see students through different lenses in terms of their ethnicity, transgress between teaching and researching, and practice narrative analysis in the eyes of an educare-giver. Finally, suggestions are offered for teacher education programs as well as individual aboriginal educare-givers seeking and balancing between different identities.