本研究旨在探討參與教育部「2030 雙語政策─提升本國籍教師雙語教學能力之海外短期進修計畫」的雙語體育教師，如何將所學的教學知識與策略應用於課堂實踐，並理解其在實施歷程中所面臨的挑戰、因應策略與專業認同的轉變。研究聚焦三大問題：教師於海外研習期間習得哪些雙語教學知識與跨文化經驗；如何將所學實踐於課堂並因應挑戰；以及進修經驗對其教學信心與專業認同有何影響。研究採質性個案研究法，訪談八位曾參與海外研習之國中小雙語體育教師，輔以教案資料及進修課表進行主題分析。結果顯示，教師教學理念由傳統技能導向轉向以學生為中心，課堂實踐更具彈性與多元性。教師廣泛應用遊戲化教學、全肢體反應教學法(Total Physical Response, TPR)、多模態與跨語言策略，以提升學生的學習參與度。儘管面對學生語言能力差異、備課負擔與資源不足等挑戰，教師仍展現高度調適力與創新精神，並靈活調整語言使用比例與教案設計以因應教學需求。研究結論顯示，海外進修對教師的專業認同和教學自信產生正向影響。然而，現有的支持系統與政策仍需加強，尤其在課程規劃與資源整合方面。建議未來海外進修課程可增加觀課與試教機會，以進一步強化跨文化理解與教學專業能力。此外，建立跨校共備社群、整合系統化教材資源，並提供更多雙語體育專業增能課程的支持，以供政策與師資培訓規劃參考。

This study explores how bilingual physical education (PE) teachers in Taiwan, who participated in the Ministry of Education’s “2030 Bilingual Policy: Overseas Short-Term Professional Development Program for Bilingual Teachers”, applied the knowledge and strategies gained from overseas training to classroom practice. It also examines the challenges they faced, the adaptive strategies they adopted, and how their professional identity changed.
Adopting a qualitative case study approach, the research involved semi-structured interviews with eight bilingual PE teachers from elementary and junior high schools, along with analysis of their lesson plans and overseas training schedules. Thematic analysis revealed a pedagogical shift from skill-based instruction to more student-centered approaches, incorporating game-based learning, Total Physical Response (TPR), multimodality, and translanguaging to enhance student engagement. Despite challenges such as students’ diverse English proficiency levels, time constraints for lesson preparation, and limited institutional support, teachers demonstrated strong adaptability and innovation.
The overseas training experience significantly enhanced teachers' professional identity and instructional confidence, while offering valuable cross-cultural experiences. However, existing support systems and policies remain insufficient, particularly in curriculum planning and resource integration. The study recommends that future overseas training programs incorporate more opportunities for classroom observation and teaching practicum to deepen cross-cultural understanding and enhance professional teaching capacity. It further advocates for cross-school collaboration, integration of systematic teaching resources, and expanded subject-specific bilingual training to better support policy implementation and professional development planning.

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