國小雙語自然教師的專業認同：「衝突」—「協調」—「再生」

Elementary Science-CLIL Teachers’ Professional Identity: Conflict, Negotiation, Production

雙語教師的產生是順應全球化趨勢「雙語國家」的新政策，他們需要同時具備學科專長與英語能力—「雙重標準」，可謂重新定義教師的知能專長，而CLIL教學法又屬於新的課程教學範疇，對學生來說，也算是新型態的學習。本研究探討面對諸多「新」挑戰的雙語教師對自我專業的認同，以個案研究的方式，訪談五位現任國小雙語自然教師，發現他們教師專業認同的複雜、波動、動態的歷程，在社會結構、人際互動與情緒感受的交互影響下，儘管「衝突」發生，教師認同的發展與行動仍持續進行「協調」，他們仍是以學生學習為教師專業的核心目標，課程教學與教育知能都是為了讓學生愛上學習，也因此顯露有責任感的教師特質，透過反思雙語教學經驗中學科知識與英語的使用，從原本的自然教師或英語教師「再生」為雙語自然教師。

To implement the Bilingual Nation 2030 policy in Taiwan, bilingual education has become an indispensable aspect of every curriculum. Content and language integrated learning (CLIL)—which involves teaching other subjects through the target language (English)—is considered as an innovative approach in this context. However, CLIL teachers are expected to fulfill dual roles: they are simultaneously language teachers and teachers of specific subjects and content areas. This article explores the roles of science-CLIL teachers and their professional identities in an elementary school. The study employed a case study methodology to investigate how teachers’ explicit meaningful experiences and perceptions influence their understanding of their roles and the formation of their identities as science-CLIL teachers. The factors shaping these processes are revealed. The research findings include the teachers’ conflicts in prioritizing their roles and their metacognitive negotiations of their professional identities. Both contextual and personal factors within social interactions contribute to the ways in which the participant teachers perceived themselves as science-CLIL teachers. The result leads to a framework involving teachers’ professional identities in social contexts, the core issues of science-CLIL teaching, and the construction of identity for these science-CLIL teachers.