臺灣教師實施雙語教育—臺北小學教師面臨的挑戰

Abstract

儘管雙語教育政策及其實施日益受到關注，但很少有研究以小學教師的視角探討他們的日常挑戰以及需要的支持。本研究將範圍縮小到正在實施雙語教育的臺北在職小學教師，旨在調查實施者的觀點，並了解他們面臨的挑戰以及需要的支持。本研究採個案研究法，選取案例學校的三位小學教師作為研究對象，對他們實際的雙語教育實施狀況進行深入的調查。訪談資料為本研究主要採用的資料，輔以參與者的會議觀察、課堂觀察和相關的文件資料，作為額外的三角測量資料，以進一步驗證從訪談中獲得的見解。研究結果表明，小學教師對於政策的理解受到個人背景和社會環境等各種因素影響。另外，本研究探討他們面臨的挑戰和需要的支持，針對雙語教育實施的複雜性，為政策的各個相關人員提供了寶貴的參考資訊。Despite the growing attention to bilingual education policy and its implementation, few studies have explored the daily challenges and support needed by local implementers from their perspectives. By narrowing down the scope to in-service primary school teachers in Taipei who are implementing bilingual education, this study aims to investigate the perspectives of the implementers and to understand the challenges they face and the kinds of support they require.A case study methodology was adopted in this study. Three primary school teachers from the case schools were selected to conduct an in-depth investigation of their actual implementation of bilingual education. Interview data were used as the main source of information for this study, supplemented by participants’ observations of meetings, classroom observations, and relevant documents as additional triangulation data to further validate the insights gained from the interviews.The findings indicate that the primary school teachers’ perceptions of the policy were affected by various factors, such as their individual backgrounds and social context. In addition, this study explores the challenges they face and the support they need, providing valuable reference information for different policy stakeholders in view of the complexity of implementing bilingual education.