英語授課課程之微觀政治多重個案研究：觀課模式與教師觀點之探討

A Multiple-case Study on Micropolitics for Courses with English as a Medium of Instruction: An Investigation on Observation Models and Instructors’ Perception

教育部推動「大專校院雙語化學習計畫」是目前高等教育推行英語授課（English as a medium of instruction, EMI）規模最大的政策倡議。其中一項核心品質保證機制為推動EMI課程觀課。本研究探討此政策落實過程中，行政體制限制與專業自主性之間的微觀政治協商，如何形塑各校觀課制度的建構與實施。研究資料來自九所大學共14位EMI教師與8位行政人員的訪談，並輔以校內文件與工作坊資料分析。研究歸納出四種觀課模式：一、外部顧問觀課型；二、同儕或語言教師型；三、全面助教觀課型；四、全面語言教師觀課型。教師對觀課的知覺因觀課目的、支持機制與回饋方式之理解而異。研究結果揭示複雜的微觀政治動態：行政單位透過法規架構與防護策略（如指派助教或不主動提供回饋）以降低反彈，而教師則以選擇性參與、情緒回應與專業判斷展現能動性。整體而言，觀課在EMI治理中同時扮演專業發展與表現機制的雙重角色。最後，本研究提出對政策制定者、行政管理者與EMI專業發展後續研究的建議。

The Ministry of Education in Taiwan launched the Program on Bilingual Education for Students in Taiwan, the largest national initiative promoting English as a medium of instruction (EMI) in higher education. A central quality assurance mechanism of this program mandates classroom observation for EMI courses. This study examines how micropolitical negotiations between bureaucratic constraints and professional autonomy shape the localization of this policy and the construction of observation models. Data were collected from interviews with 14 EMI instructors and 8 administrators across nine universities, supplemented by documents and workshop materials. Four observation models were identified: (1) external consultant-led, (2) peer or language instructor-based, (3) comprehensive teaching assistant (TA)–led, and (4) comprehensive language instructor–led observations. Instructors’ perceptions varied according to their interpretations of observation purposes, support mechanisms, and feedback practices. The findings reveal complex micropolitical dynamics wherein administrators deployed legal frameworks and protective strategies, such as assigning TAs or withholding feedback, to mitigate resistance, while instructors exercised agency through selective participation, emotional negotiation, and professional judgment. These dynamics demonstrate that classroom observation operates simultaneously as a developmental practice and a performative mechanism within EMI governance. Implications are proposed for stakeholders and future research on EMI professional development.