2030雙語政策下國中非英語學科雙語教師專業認同之探究

Abstract

2030 雙語政策對於雙語教師的專業認同帶來了挑戰。本研究旨在探 討國中非英語學科雙語教師專業認同。採用質性研究取徑進行個案研究 法，透過半結構式訪談，描繪兩位國中非英語學科雙語教師專業認同的內 涵，接著，探討教師專業認同的發展歷程及影響因素，最後，探討發展路 上面臨的困境和因應方式。研究發現，兩位雙語教師專業認同呈現出動態演進的樣貌，深受個人 專業經歷、教育政策、學校環境及專業培訓等的影響，且自我反思的歷程 協助推演專業認同的發展。兩位教師在形塑專業認同的過程中，逐步建立 對個人教育身分和教學實踐的深層理解。體現個人如何理解和應用雙語教 育的理念以促進學生學習，過程中不斷求索和適應以滿足個人教學目標和 變化。根據研究結論，雙語教師專業認同為一個逐步發展的過程，並為具有 螺旋性的性質。教師透過不斷的教學實踐、專業增能、和同儕互動，深化 個人的專業認同。在每每獲得新的經驗和透過自我反思後，使其專業認同 在舊基礎上得到提升。此外，教師專業認同的形成和發展受多種互動因素 影響，推動教師不斷重新定義個人。在面對如語言障礙和教學資源不足等 挑戰時，持續的專業發展和自我反思成為克服困難的關鍵。最後，雙語的 融入鼓勵著教師重新思考個人的教育願景和教學目標，也促使其根據個人 想法的追求及對個人專業的重構，推展著教師在專業路上持續成長。根據本研究，建議英語能力持續提升能更好的幫助雙語教師擴展國際 視野和跨語言實踐，透過不斷嘗試並尋找與個人教學理念相符的教學風 景，增強對雙語教學的投入和自信。此外，研究建議學校和師資培育機構 應提供全面性支持的環境，以便教師能在真實教學情境中學習並找尋個人 認同且合適的雙語教學模式，有效因應雙語挑戰。

The 2030 Bilingual Policy poses challenges for the professional identity of non- English subject bilingual teachers in junior high schools. This study employs a qualitative approach, using semi-structured interviews to explore the professional identity development of two such teachers. It investigates their identity formation, the influencing factors, and the challenges faced during this process.Results indicate that the professional identity of bilingual teachers evolves dynamically, influenced by personal experiences, educational policies, school environments, and professional training. Self-reflection plays a critical role in developing this identity, helping teachers to deepen their understanding of their educational roles and practices. Teachers continually adapt to enhance student learning and meet evolving educational goals.The study concludes that bilingual teachers’ professional identity develops progressively and spirally. Continuous teaching practice and self-reflection are crucial in this development. Challenges such as language barriers and resource limitations are overcome through persistent professional growth and self-reflection.Recommendations include enhancing English proficiency to expand teachers' international perspectives and aligning teaching methods with personal educational philosophies to boost confidence in bilingual teaching. Schools and teacher training institutions should provide supportive environments for teachers to learn and identify suitable bilingual teaching models, effectively meeting the challenges of bilingual education.