2021年～2025年臺灣EMI教師專業發展樣態探索性個案研究

An Exploratory Case Study on the Professional Development Patterns of EMI Teachers in Taiwan: From 2021 to 2025

2021年「大專校院學生雙語化學習計畫」鼓勵英語授課（English as a Medium of Instruction, EMI）教師參與培訓。以該計畫起始，本研究追蹤訪談來自兩所計畫重點培育學校及四個學院的16位EMI教師，輔以觀課與工作坊紀錄分析。發現如下：（一）教師普遍肯定培訓有助於釐清對EMI的迷思，但對於語言意識與自我效能感增進感受落差大；（二）僅參與培訓往往難立即帶動教學改變，尤其教材調整實踐轉化挑戰最大；（三）專業發展目標分為三類：主動發展、被動發展與不確定目標。主動發展持續參與培訓、社群與行動研究；被動發展主要配合系所指標性要求；不確定目標者雖認同培訓價值，但因所屬系所對計畫的投入態度未明，對進一步參與專業發展仍存保留。揭示教師專業發展與外部特徵關聯。

The 2021 the Program Bilingual Education for Students in College (the BEST Program) encouraged instructors involved in English as a Medium of Instruction (EMI) to participate in professional development (PD) training. Using this initiative as a starting point, the present study conducted follow-up interviews with 16 EMI instructors from two key cultivation universities and four colleges. The data were supplemented with classroom observations and workshop records for triangulated analysis. The findings are as follows: (1) Most instructors acknowledged that the training helped clarify common misconceptions about EMI, though disparities remained in developing language awareness and enhancing self-efficacy; (2) Merely participating in the training did not readily lead to immediate instructional changes, with material adaptation being the most challenging aspect of practical implementation; (3) In the context of professional development, instructors’goal-setting approaches can be categorized into three types: proactive, passive, and uncertain. Proactive participants actively engaged in subsequent training activities, professional communities, and action research. Passive participants participated primarily to fulfill institutional requirements. Those with uncertain goals acknowledged the value of the training but remained hesitant, citing their departments’ambiguous commitment to the program. This study highlights the connection between instructors’professional development trajectories and external factors.