初任教師在融合教育中教學困擾及因應策略: 以澳門某三所私立學校的初任教師為例 = TEACHING CHALLENGES OF NOVICE TEACHERS AND COPING STRATEGIES IN INCLUSIVE EDUCATION: A STUDY OF NOVICE TEACHERS IN THREE PRIVATE SCHOOLS IN MACAO

初任教師在融合教育中教學困擾及因應策略: 以澳門某三所私立學校的初任教師為例 = TEACHING CHALLENGES OF NOVICE TEACHERS AND COPING STRATEGIES IN INCLUSIVE EDUCATION: A STUDY OF NOVICE TEACHERS IN THREE PRIVATE SCHOOLS IN MACAO

University of Saint Joseph

Macau

2024

111

chi

初任教師在融合教育中教學困擾及因應策略

Library Catalog (Koha)

M-ED 2024 WON,MAN

Currently, there is a lack of qualitative research on the teaching challenges encountered by novice teachers and coping strategies in inclusive education in Macau . To better understand the needs of them, this study aims to analyze the challenges they face and the strategies they employ in inclusive education from their perspective. Based on the findings of this study, feasible suggestions for novice teachers in Macau encountering teaching difficulties in inclusive education will be proposed. This study adopts a qualitative interview method to conduct face-to-face interviews with seven novice inclusive education teachers with three years of teaching experience or less. Through collection, analysis, and organization of data, this study seeks to understand the teaching challenges and coping strategies of novice teachers in inclusive education and provides suggestions for relevant stakeholders. According to the findings of the study, the results are as follows: 1. The internal factors that contribute to teaching challenges for novice teachers in inclusive education include: heavy workload and pressure, challenges in teaching and assessment, and poor student motivation. The external factors are: inadequate inclusive education mechanisms, lack of support to school and itinerant teachers, lack of family support, lack of communication platforms, and insufficient administrative support. 2. Effective coping strategies for novice teachers include: good emotional and communication skills, effective teaching methods and strategies, professional development in inclusive education, and the need of continuous improvement of administrative management and school policies. Ineffective coping strategies include: ineffective teaching methods, inadequate emotional management skills, inadequate behavioral management of inclusive student’s, and inadequate administrative support. 3. In terms of the teaching challenges faced by novice teachers in inclusive education, suggestions for relevant stakeholders are: paying more attention to the challenges and stress faced by novice teachers, enhancing professional development and a learning culture, supporting teachers' mental health and personal growth, providing support and resources to schools, and improving government policies and social support. Based on the findings of this study, suggestions are made as a reference for the government, schools participating in the inclusive education funding scheme, general education teachers, and future researchers 目前本澳對初任教師在融合教育中教學困擾及因應策略的質性研究甚少，為更好地了解初任教師的需要。本研究旨在從初任教師的角度去分析在融合教育工作的困擾及因應策略，並在綜合研究結果後，為澳門初任教師在融合教育遭遇教學困擾提出可行的建議。本研究採用質性訪談法，與融合教育中有任教融合生、教學年資為三年或以下的七位初任教師，進行面對面訪談，透過對資料的收集、分析和整理，了解初任教師在融合教育中的教學困擾的因應策略、並為相關持份者提供建議。 基於以上研究發現，本研究結果如下： 一、 初任教師在融合教育中教學困擾的內在因素為：工作量和壓力大；教學和評估挑戰；學生學習動機弱。教學困擾的外在因素為：融合教育機制尚未完善；學校及巡資老師支援不足；家庭支持不足；缺乏溝通平台；行政支援不足。 二、 初任教師在融合教育中教學困擾有效的因應策略為：教師良好的情感與溝通技巧；有效的教學方法和策略；融合教育專業發展；需持續完善的行政管理及學校政策。效果不佳的因應策略為無效的教學方法：情緒管理技巧不足；融合生行為管理不足；行政支援不足。 三、 就初任教師面對融合教育中的教學困擾，為相關持份者提供建議為：多關注初任教師面對的挑戰和壓力；加強教學專業發展和學習文化；支援教師心理健康與自我成長；提供支援和資源予學校；優化政府政策與社會支援。 本研究根據研究之結果提出建議給予政府、有參與融合教育資助計劃的學校和任教融合生的普通教師及未來研究者作參考。In Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, Macao, July/2024Supervisor : Tong Chi Man

• Master Dissertations
  • School of Education
    • Education