小學資源教師教學成效及影響因素之研究 =: A STUDY ON THE TEACHING EFFECTS AND INFLUENCING FACTORS OF PRIMARY SCHOOL RESOURCE TEACHERS

小學資源教師教學成效及影響因素之研究 =: A STUDY ON THE TEACHING EFFECTS AND INFLUENCING FACTORS OF PRIMARY SCHOOL RESOURCE TEACHERS

University of Saint Joseph

Macau

2024

77

chi

小學資源教師教學成效及影響因素之研究 =

Library Catalog (Koha)

M-ED 2024 LAM,IOK

In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education University of Saint Joseph, Macau. June, 2024Supervisor : Rochelle GeIn Macau, the education of students with special needs is prioritized in the form of inclusion in ordinary schools. With the implementation of inclusive education, the number of inclusive students has been increasing year by year. The SAR government supports and guarantees the implementation of inclusive education in many aspects, including legislation and resource allocation. More and more schools are joining the inclusive education system and are committed to providing appropriate courses and learning environments for inclusive students. In the inclusive education team, resource teachers play an important role, their teaching process and effects are one of the most noteworthy issues among the multiple factors that affect the effectiveness of inclusive education. Based on the above background, this study aims to understand the current situation and effectiveness of teaching by frontline resource teachers in Macao, to investigate and analyze the factors that affect their teaching. This will provide constructive suggestions for the practice of inclusive education in Macao. The primary school stage is a critical period for integrated education to connect the past and the future. Therefore, this study selected 8 representative primary school resource teachers from four types of inclusive schools and used semi-structured in-depth interviews to understand their perceptions and reflections on their own teaching process and effectiveness. The research results show that resource teachers in primary schools in Macao are not as effective as they should be in implementing inclusive education. The self-perceived teaching effectiveness of the interviewees is not high, which is mainly reflected in the insufficient completion of the individual education plan (IEP) teaching goals; the improvement of the learning motivation and academic performance of the inclusive students is not obvious, and the performance is relatively uneven; there are also differences between home and school in the development of social skills for inclusive students. The resource teachers further reflected on the factors that affect teaching effectiveness, pointing out that factors such as teachers’ functional clarity, professionalism and on-the-job development, teamwork, and society’s awareness of inclusive education all have a direct or indirect impact on the effectiveness of inclusive education. This study found that inclusive education has been implemented for many years, but there is no systematic tool to evaluate teaching effectiveness. The effectiveness evaluation of resource teachers mostly comes from their own observations and perceptions. Based on the research findings, this study puts forward a number of suggestions to improve the effectiveness of inclusive education teaching, including establishing and improving an evaluation system for the effectiveness of inclusive education; strengthening the pre-service and in-service professional development of resource teachers; establishing a systematic inclusive education cooperation model; and paying attention to resource teachers' job scope and pressures 在澳門，有特殊需求學生的教育優先以融合的形式在普通學校實施。隨著融合教育的推行，融合生的數字可見逐年上升。特區政府從法律依據到資源投放等多方面支持和保障融合教育的實施。越來越多的學校加入融合教育系統，致力於為融合生提供適切的課程和學習環境。融合教育團隊中，資源教師的角色舉足輕重，他們的教學歷程和效果是影響融合教育成效多重因素中最值得關注的議題之一。 基於上述背景，本研究旨在了解澳前線資源教師教學的現狀和成效，調查和分析影響他們教學的因素，以此對本澳融合教育的實踐提供建設性的建議。小學階段是融合教育承上啟下的關鍵時期。因此，本研究選取了具代表性的四類融合學校的8位小學資源教師，以半結構深度訪談的方法，了解他們對於自身教學歷程和成效的感知和反思。 研究結果顯示，澳門小學資源教師對自身在融合教育實施層面的成效未達理想之狀態。受訪者自我感知到的教學成效不高，主要表現在個別教育計劃（IEP）教學目標完成度不足；融合生學習動機、學業成績的提升不明顯，表現較為參差；融合生的社交技能培養方面也存在家校不一的情況。資源教師們進一步反思影響教學成效的因素，指出教師的職能清晰度，專業素養和在職發展，團隊合作，社會對融合教育的認知程度等因素均對融合教育的成效有直接或間接的影響。 本研究發現，融合教育推行多年，但是未有系統的評估教學成效的工具。資源教師的成效評估大多來自自身的觀察和感知。基於研究發現，本研究提出多項提升融合教育教學成效的建議，包括建立和完善融合教育成效的評估體系；加強資源教師的職前和在職專業發展；建立系統的融合教育合作模式；以及重視資源教師的工作範疇和壓力。

• Master Dissertations
  • School of Education
    • Education