期刊目錄列表-第三十八期【教育評鑑研究期刊】(114年12月出版)

技專校院教師能動性提升之研究—以越南留臺學生班別的教學為例 [詳全文]

作者：曾若谷、陳木金

刊期：第38期
日期：2025年12月
頁碼：59-96
DOI：10.6866/JEAE

摘要：

本研究探討臺灣技術及職業教育體系（簡稱技專校院）教師如何在跨文化教學（Intercultural Teaching）情境中展現教學能動性，以回應越南學生在語言能力、文化適應（Cultural Adaptation）與學習參與等面向的挑戰。本研究採用Emirbayer 與Mische（1998）提出的「能動性三維度理論」為分析架構，以探索性混合方法進行，分兩階段實施：透過文獻回顧了解越南學生的學習需求與制度脈絡，並對50位具越南學生教學經驗的教師進行問卷調查，輔以開放式問題的質性分析。本研究發現92%的教師具備即時調整語言與教學策略的能力，展現實踐評估面向的能動性；76%的教師在課程中主動融入越南文化元素，展現前瞻性（Projective Agency）教學行動。質性資料歸納出三類教師能動角色：「課堂轉化者」、「文化協調者」與「制度倡議者」。主要挑戰則包括跨文化教材不足（78%教師反映）、評鑑制度未納入文化教學績效（72%）以及行政支援不足（68%）。最後，本研究建議強化教師專業發展機制、設置跨文化教學支持平台，並調整校內外政策與評鑑制度，以提升教育公平與國際化實踐成效。

關鍵詞：技職教育、教師教學能動性、越南學生、新南向政策、跨文化教學

Journal of Educational Administration and Evaluation, December  2025, Vol. 38

Enhancing Teacher Agency in Technical and Vocational Higher Education: A Study on Teaching Vietnamese Student Classes in Taiwan

Author: Juo-Ku Tseng, Mu-Jin Chen

Vol.&No.: Vol. 38
Date: December 2025
Pages: 59-96
DOI: 10.6866/JEAE

Abstract:

This study explored how teachers in Taiwan's technical and vocational education (TVE) institutions demonstrated teacher agency in intercultural classrooms to address Vietnamese students' challenges in language proficiency, cultural adaptation, and academic engagement. Grounded in Emirbayer and Mische's (1998) triadic theory of agency, this exploratory mixed-methods study was conducted in two stages: a literature review examining Vietnamese students' learning needs and institutional contexts,
followed by a questionnaire survey with 50 teachers experienced in teaching Vietnamese students, supplemented by qualitative analysis of open-ended responses. Findings showed that 92% of teachers demonstrated practical-evaluative agency by adapting instructional language and strategies responsively, while 76% proactively integrated Vietnamese cultural content into their courses, demonstrating projective agency. Qualitative data revealed three agentic roles: "classroom transformer," "cultural mediator," and "institutional advocate." Key challenges included insufficient intercultural teaching materials (78%), lack of recognition for cultural pedagogy in evaluation systems (72%), and inadequate administrative support (68%). This study recommends strengthening professional development mechanisms, establishing intercultural teaching support platforms, and reforming institutional policies and evaluation frameworks
to enhance educational equity and internationalization outcomes.

Keywords: Technical and vocational education, teacher agency, Vietnamese students, New Southbound Policy, intercultural teaching