以POE教學策略融入CLIL教學模式提升英語專長師資生國小雙語自然探究教學自我效能之研究

Enhancing EFL Pre-Service Teachers’Self-Efficacy in Primary Bilingual Science Inquiry Through a POE-Infused CLIL Instructional Model

在2030雙語政策與十二年國教課綱引領下，如何在師資培育階段培養兼具學科素養與語言整合能力之雙語教師，已成為臺灣雙語教育的重要課題。本研究建構「POE（預測—觀察—解釋）融入CLIL教學模式」，以英語專長師資生為對象，聚焦其「雙語教學專業知能」與「雙語自然探究教學自我效能」之成長。相較於既有研究偏重CLIL的實施歷程，本研究以POE探究歷程融入CLIL教學模式為核心，並在課程設計中配置專家與語言鷹架，據以檢視師資生在跨學科整合下之專業成長機制與成效。本研究採混合方法設計，以19位英語專長師資生為對象，透過量化檢定與質性三角檢核，分析培訓前後之改變及其省思歷程。研究結果顯示：（1）師資生在五構面（課程設計、教材研發、學習任務、授課與課堂互動語言、教學評量）之表現皆達顯著提升（p < .05），具中至高效果量（r = .44-.54），顯示本模式對提升師資生雙語教學專業知能具實質成效。（2）三角檢核結果指出，「專家」與「語言」雙重鷹架有助於降低跨學科整合時的認知負荷，並支持師資生將探究教學腳本轉化為可執行之教學設計與課堂語言運用。（3）師資生之教學自我效能與意願並非隨著語言程度提升而線性增加；依歐洲語言共同參考架構（CEFR；外語能力分級架構）分級之B1程度組在成功經驗轉化為職涯認同之意願上顯著優於CEFR B2程度組（p < .05），反映語言能力、專業期許與職涯評估之交互影響，亦提示師資培育課程設計需兼顧不同語言程度學習者之支持策略。整體而言，本研究結果支持「POE融入CLIL教學模式」能有效提升英語專長師資生之雙語教學專業知能與雙語自然探究教學自我效能，並提供具可操作性的課程設計參照，包含探究教學腳本與語言鷹架的配置原則，以及提供不同CEFR程度師資生之培訓建議。

Under the guidance of the 2030 Bilingual Policy and the 12-Year National Basic Education Curriculum, cultivating bilingual teachers with both disciplinary literacy and language integration skills has become a critical issue in Taiwan’s teacher education. This study constructed a“POE (Predict-Observe-Explain) infused CLIL instructional model”focusing on the growth of English-major pre-service teachers’bilingual teaching professional competence and their self-efficacy in bilingual science inquiry instruction. Compared to existing research that emphasizes the implementation process of CLIL, this study centers on the POE inquiry process within a CLIL framework and incorporates expert and language scaffolding to examine the professional growth mechanisms and effectiveness under interdisciplinary integration. A mixed-methods design was adopted with 19 English-major pre-service teachers. Through quantitative testing and qualitative triangulation, changes before and after training and the participants’reflection processes were analyzed. The results indicated that: (1) pre-service teachers’performance across five dimensions (curriculum design, materials development, learning tasks, instructional and classroom interaction language, and assessment) improved significantly (p < .05), with medium-to-large effect sizes (r = .44-.54); (2) qualitative triangulation revealed that dual scaffolding of expert and language support helped reduce cognitive load during interdisciplinary integration and enabled participants to translate inquiry scripts into implementable instructional designs; and (3) growth in teaching self-efficacy did not increase linearly with language proficiency; the CEFR B1 group showed significantly stronger intention than the CEFR B2 group in transforming mastery experiences into career identity (p < .05). Overall, the findings demonstrate that the POE-infused CLIL model effectively enhances pre-service teachers’professional competence and self-efficacy for bilingual inquiry-based science teaching, providing actionable guidance for configuring inquiry scripts and language scaffolding, as well as differentiated training recommendations for preservice teachers at different CEFR proficiency levels.