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澳門普通班教師與資源教師合作教學現況與改進建議之個案研究 =: A CASE STUDY OF CO-TEACHING PRACTICES AND IMPROVEMENT SUGGESTIONS AMONG GENERAL EDUCATION TEACHERS AND RESOURCE TEACHERS IN MACAO

University of Saint Joseph

Macau

2023

148

chi

澳門普通班教師與資源教師合作教學現況與改進建議之個案研究 =

Library Catalog (Koha)

M-ED 2023 LAI,CHO

In Partial Fulfillment of the Requirements for the Degree of Master of Education in the School of Education, University of Saint Joseph, Macau, AUG/2023In recent years, the Macao government has actively promoted inclusive education and effectively planned for the increasing number of students with special educational needs. The effective strategies for inclusive education have gained significant attention from researchers. However, Macao's development in this area is still in its early stages, with some schools just beginning to implement inclusive education. While international research highlights the positive impact of co-teaching on inclusive education, Co-teaching between general and special education teachers has become a predominant model for implementing inclusive education from kindergarten to 12th grade in the United States. However, the utilization and practice of cooperative teaching between general and special education teachers in Macau are not widespread, and there is a scarcity of relevant research in the country. This study aims to understand the status, challenges, and impacts of co- teaching between general and resource teachers in a specific school in Macao and provide improvement suggestions. The study adopts a case study approach and involves literature review and qualitative interviews with 8 general education teachers, 3 special education teachers, 1 school principal, and 1 itinerant support teacher, totaling 13 participants, to gather comprehensive data for analysis. The findings indicate that: （1） Teachers have limited understanding of co-teaching, with surface-level knowledge and a need for clear guidelines and rules from schools to enhance their understanding and implementation of co-teaching. （2） Teachers value communication and collaboration, focusing on students' learning and being willing to provide diverse teaching approaches. （3） Insufficient preparation time leads to differences in teaching perspectives and strategies and challenges in communication and collaboration. （4） Teachers hold positive views on co-teaching, recognizing its positive effects on inclusive education, student learning, and integration into regular classrooms. （5） Co-teaching enhances teachers' awareness of inclusive education, positively influences their teaching attitudes, and promotes innovative teaching approaches 澳門政府近年積極推行融合教育，為應對融合生數量的增長做有效規劃。放眼國際，有效的融合教育策略受眾多研究學者重視，本澳的融合教育發展仍尚未成熟，某些學校對推行融合教育仍處於起步階段，合作教學在國際上已被證實對融合教育有正面影響，普通班教師和特殊教師之間的合作教學已經成為美國幼稚園至12年級有效實施融合教育的主要模式，但在國內的應用和實踐仍相對較少。有關合作教學的相關研究在本地仍然相對缺乏。 本研究旨在了解澳門某校普通班教師和資源教師合作教學的現況、困難和影響，並提出改進建議。以個案研究方式進行，研究者整理相關文獻，透過訪談收集資料進行分析。並訪談了8名普通班教師以及3名資源教師，輔以訪談該校校長1名和巡迴支援導師1名作補充以豐富研究資料，共13名研究對象。 研究結果表示：（1）教師對合作教學的認知不足，對合作教學的理解相對表面，缺乏全面的認識，需要學校制定明確的指引和規則，以幫助教師更好地理解和實踐合作教學；（2）教師重視交流和溝通，關注學生學習情況願意為學生提供多變的教學模式；（3）備課時間不足，造成教學觀點和策略上存在差異以及溝通協作的困難；（4）教師對合作教學持正面看法，在融合教育中具正面效益，能促進融合生學習和融入班中；（5）合作教學能提升教師對融合教育的重視程度、對教學態度產生正面影響和促進教學方式的創新。Supervisor : 諶小猛

• Master Dissertations
  • School of Education
    • Education