雙語實驗課程學校教師適應歷程之研究

本研究旨在探討雙語實驗課程學校教師適應歷程，主要目的有三：一、瞭解雙語實驗課程學校教師之初始參與觀點；二、探究雙語實驗課程學校教師面臨之困境；三、探討雙語實驗課程學校教師的因應策略。為達上述目的，本研究採取質性研究方法，運用訪談為主、觀察為輔等方式，選取臺北市一所雙語實驗課程學校，再從中挑選七位雙語教師作為研究對象，根據訪談結果，可歸納出的研究結論如下：一、雙語實驗課程學校教師的初始觀點主要受個人因素影響，以過往學習英語經驗影響最鉅。另外，教學熱忱與早期重要他人的經驗分享，則影響雙語教師適應態度轉化為行動之過程。二、雙語實驗課程學校教師之適應困境包含個人、行政、人際與教學四大類型，多源自無所參照的角色期待，且困境間環環相扣，牽一髮而動全身，更使得雙語教師適應困境較一般教師複雜且壓力更大。三、雙語實驗課程學校教師因應策略初始多採影響型，後期多選保護型策略。前者以成為雙語教師為目的，後者出現在權衡後，以不惹麻煩為目標。另外，重新定位身分後，雙語教師的因應策略中更出現轉移對象之特徵。四、雙語實驗課程學校教師適應歷程不斷受到制度與個人間推拉關係影響。因為涉及雙語教師專業權威建立，因素間關係和諧或矛盾，不但造成後來的角色調和或衝突，更進而改變適應態度。

關鍵字

雙語實驗課程學校教師；適應歷程；因應策略

並列摘要

The purpose of this study is to explore the adjustment process of teachers in bilingual experimental schools. The main purposes are as follows: First, to understand the views and attitudes of teachers involved in bilingual experimental curriculum schools; Second, to explore the difficulties faced by these teachers of bilingual experimental curriculum schools; Third, to explore the coping strategies of teachers in bilingual experimental curriculum schools. In order to achieve the above purposes, this study adopts qualitative research method, using interview as the main method and observation as the auxiliary method, and selects seven teachers from a bilingual experimental curriculum school in Taipei City as the research object. According to the interview results, the research conclusions can be summarized as follows: 1. The initial views of bilingual experimental curriculum school teachers are mainly influenced by personal factors, and the past English learning experience is the most influential one. In addition, the teaching enthusiasm and the experience of early significant others also affect the change process of these teachers' adaptive attitude into action. 2. The adaptive difficulties of bilingual experimental curriculum school teachers consist of four types: personal, administrative, interpersonal and teaching, and most of them are derived from the role expectations without reference, and the difficulties are relevant, which makes the adaptive difficulties of these teachers more complex and more stressful than that of ordinary teachers. 3. As for the coping strategies, bilingual experimental curriculum school teachers' adopt more influence strategies in the initial stage and more protection strategies in the later one. The former aims at becoming a bilingual teacher, while the latter appears after balancing, and is for the purpose of not getting into trouble. In addition, these teachers appear the approach of transferring object after reorientation. 4.The process of teachers' adaptation in bilingual experimental curriculum school is constantly affected by the push-pull relationship between institutions and individuals. Because it involves the establishment of professional authority of these teachers, the relationship between factors is harmonious or contradictory, which leads to the later role harmony or conflict and changes the attitude of adaptation.