通識英文教師能動限制：一所私立大學建制俗民誌分析

General English Instructors’ Constraints of Agency: An Institutional Ethnography Analysis at a Private University

通識英文規範常獨立於其他課程，為課程統整管理與展現學生學習成效，許多大學設置共同課綱、畢業門檻與能力分級授課等規範，卻可能成為教師的能動限制。本研究以建制俗民誌方法分析一所私立大學五位資深教師的深度訪談，搭配會議觀察與課程文件釐清：一、教師日常工作斷裂產生的脈絡情境；二、規範成為教師能動限制的脈絡因素。研究發現：一、教師專業與規範衝突時，教師案例中以屈服者居多，成為教師認知與實踐斷裂；二、建制大幅壓抑教師專業的統治關係，使教師成為課程「作業員」；三、突破校內建制需訴諸更高層建制力量，使多數教師卻步。

General English courses at many universities are offered under specific regulations, such as following common courses description, using a graduation benchmark test in evaluation to achieve course integration and demonstrate learning outcome. However, these regulations could become constraints of teacher agency. The study interviewed five senior general English course instructors at a private university to understand their everyday work and interactions with the regulations. Meeting minutes, observation notes, and school regulations were also collected and analyzed. The analysis followed institutional ethnography approach to clarify: 1. Disjunctures existing in their everyday teaching; 2. Factors that turn the general English regulations into constraints of agency. The study shows that: 1. Conflicts happened frequently among teacher profession and course regulations, but most of the time instructors compromised; 2. Instructors then worked like course “operators” when institutions repressed their profession within ruling relations; 3. Instructors have to sort to higher institutional power if they decide not to follow school regulations. However, challenges make most of them retreat.