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澳門融合教育小學資源教師的工作困難與需求 =: INCLUSIVE EDUCATION IN MACAO’S PRIMARY SCHOOL：THE WORK DIFFICULTIES AND NEEDS OF PRIMARY RESOURCE TEACHER

University of Saint Joseph

Macau

2024

112

chi

澳門融合教育小學資源教師的工作困難與需求 =

Library Catalog (Koha)

M-ED 2024 CHO,HEI

澳門推行融合教育已有二十餘年，作為推動融合教育發展的關鍵角色，資源教師在工作中面臨著許多困難，但針對其工作困難與需求之相關研究甚少。有鑑於此，研究者希望透過本研究探究其原因。本研究的意義在於深入了解小學資源教師在融合教育中的困難和需求，提供改善建議，對資源教師的專業發展和工作滿意度有重要影響，也對學校和政府在融合教育實踐和政策制定上有參考價值。 為達此目的，本研究將探究三個研究問題：澳門融合教育小學資源教師在個人層面中的工作負荷、專業知能、人際溝通三個方面的情況、在機構層面中的學校行政支援方面的情況，以及在社會層面中的政府政策支援方面的情況。 本研究以質性研究方法為取向，進行半結構訪談，以了解8位澳門融合教育小學資源教師在三個層面、五個方面中面臨的工作困難與需求，並透過歸納分析方法進行資料分析發現： 在個人層面有專業知能不足的情況；在機構層面有融合教育的宣導、理解和接受度不足的情況出現；在社會層面有政府監管資助運用的透明度和公平性不足，缺乏完善的資源教師體制和融合教育法規指引。本研究將從上述三個層面、五個方面提供具體的建議和改善方案，給予政府、學校及未來研究作為參考。 Inclusive education has been implemented in Macau for more than 20 years, resource teachers, who have been devoted to promoting such program as key roles, are confronted with a great deal of difficulties in their engagement. However, studies regarding such difficulties and demands are not usually seen. In light of this, accordingly researcher (I) expects to dig into detailed conditions. The significance of this study is to gain an in-depth understanding of the difficulties and needs of primary resource teachers in inclusive education, and to provide suggestions for improvement, which will have a significant impact on the professional development and job satisfaction of resource teachers, as well as a reference value for schools and the government in integrated education practice and policy formulation. This study will inclusively seek into difficulties that primary school resource teachers in Macau have been encountering, and demands required through 3 angles from individual aspect (Workload, Professional skills, interpersonal relationship), institutional aspect (support from school administration) and public aspect (support from authorities or communities). The discovery of this study has been made through semi-structured interviews with 8 primary school resource teachers in Macau, summarizing difficulties and demands in their duties by analytical method of induction along with qualitative approach: At the individual level, there is a lack of professional expertise. At the institutional level, there is insufficient promotion, understanding, and acceptance of inclusive education. At the societal level, there is a lack of transparency and fairness in government regulation and funding allocation, as well as a need for a well-established system and guidelines for resource teachers. This study aims to provide specific proposals and suggestions towards those challenges mentioned above, serving as references for relevant governmental authorities, schools and future study endeavorsIn Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, July/2024Supervisor : 嚴沛瑜

• Master Dissertations
  • School of Education
    • Education