EMI教師專業發展的制度張力與學習：臺灣雙語化學習計畫下的培訓、觀課與教師社群

Institutional Tensions and Learning in EMI Professional Development: Training, Observation, and Teacher Communities under Taiwan’s BEST Program

本研究探討臺灣「大專校院學生雙語化學習計畫」下，英語授課的教師專業發展如何在機構問責與教師專業學習間產生張力。研究採教師專業發展1.0–3.0作為分析參照架構，將英語授課培訓、觀課與教師社群視為相互連動的教師專業發展措施，分析合規、教學改進與教師能動性等邏輯如何交織。資料來自9位大學行政主管與13位英語授課教師的半結構式訪談，輔以政策與校級文本分析。行政端多以品保指標與報告責任規劃英語授課的教師專業發展，使教師常在回應制度要求的過程中展開專業學習，也因此受到制度條件限制。不同措施呈現不同張力：培訓張力較低，但涉及專業權威與認證問題；觀課最具張力，兼具教學支持與品質保證功能；教師社群最能回應教師能動性與專業認同，卻仍易受文件化治理影響。英語授課的教師專業發展是制度中介下的多層次學習系統，教師感知的專業學習，取決於學習實踐能否超越可稽核產出，並獲得制度承認與支持。

Situated within Taiwan’s Program on Bilingual Education for Students in College (BEST), this study examines how English as a Medium of Instruction (EMI) professional development (PD) produces tensions between institutional accountability and instructors’ professional learning. Following a PD 1.0–3.0 sensitizing framework, the study treats EMI training, classroom observation, and teacher communities as interconnected PD initiatives shaped by competing logics of compliance, instructional adjustment, and teacher agency. Data were collected through semi-structured interviews with 9 university administrators and 13 EMI instructors, complemented by analysis of policy and institutional texts. Findings indicate that administrators predominantly plan EMI PD around quality assurance indicators and reporting obligations. As a result, professional learning is often initiated through compliance-driven participation and constrained by institutional requirements. Tension varies by initiative. EMI training exhibits lower tension but raises concerns regarding professional authority and credentialing. Classroom observation is the most tension-laden initiative, serving as both instructional support and a quality assurance mechanism. Teacher communities most strongly respond to instructors’ agency and professional identity, yet remain vulnerable to documentation-driven governance. Across these initiatives, EMI PD emerges as a multi-layered system of institutionally mediated learning, in which perceived professional learning depends on whether learning practices move beyond auditable outputs and are institutionally recognized and supported.