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澳門融合教育下資源老師心路歷程之質性研究 =: A QUALITATIVE STUDY ON THE SPIRITUAL JOURNEY OF RESOURCE TEACHERS IN INCLUSIVE EDUCATION IN MACAO

University of Saint Joseph

Macau

2023

142

eng

澳門融合教育下資源老師心路歷程之質性研究 =

Library Catalog (Koha)

M-ED 2023 KE,LI

This study adopts the semi-structured interview method of qualitative research for an inquiry of the status of Inclusive Education among certain schools in Macao. A total number of nine resource teachers were included in the inquiry and the obtained data was coded for data analysis purposes. The main findings of this study are as follows: First, from the exploration of the current situation of resource teachers in Macao, it is found that more than half of the schools implement inclusive education, but the beginning stages are different, some provide it for all grades at the schools, and others only introduced in elementary or middle schools. Hence, the systems are not unified. Second, exploring the professional status of resource teachers in Macao shows that the government needs to provide more support for the training of inclusive education teachers. In-service teachers in Macao may not be able to enroll in training courses. The training content is relatively theoretical and lacks practice, or they may not be able to make sufficient preparations for regular teachers to transition into resource teachers. Third, in the process of exploring the problems encountered by resource teachers in Macao, it was found that the ratio of resource teachers to inclusive students seriously exceeded the guidelines of the Education and Youth Affairs Bureau, and resource teachers must take into account students' behavioral and emotional problems in most cases. Resource teachers might face difficulties and obstacles in teaching due to the lack of concepts and methods of inclusive education. Fourth, resource teachers have experienced various difficulties in the process of inclusive education, but they still choose to become resource teachers. The sense of accomplishment and happiness they obtain complement each other, and thus the appearance of resource teachers can be drawn. The teaching process is also a virtuous circle process of constructing knowledge and self-worth through experience, thus encouraging more student teachers to become resource teachers. In the process of educating students with special educational needs, inclusive teachers tend to actively adjust their emotions and maintain a positive attitude. They also would seek all available resources to achieve the best education practices. For instance, they ask for help from coworkers, trained professionals, and the like. The interviewed inclusive teachers generally expressed the ultimate goal of providing the best learning environment for every student with special educational needs as well as helping them to truly integrate into society once they finish high school education. This research is based on the interviews and inspirations of resource teachers in Macao. Based on the results, we can understand the work of resource teachers in Macao and provide suggestions accordingly. Further discussion is needed to address the ongoing difficulties that resource teachers might encounter in the constant search of solutions, as well as to meet the expectations of those who are preparing to devote themselves to special education 本研究採用質性研究的半結構式訪談法收集：九位澳門資源老師在實施融合教育下，教育有特殊教育需要學生的心路歷程，通過對這九位資源老師展開質性研究，依訪談收集所得資料，之後進行歸納與分析。根據資料結果，本研究主要發現如下：第一、從探究澳門資源老師工作現況中發現，澳門實施融合教育的學校占半數以上，但開始階段不一，某些為「一條龍」學校，其他則在小學或中學才開始插入融合教育，並沒有統一的制度。第二、探究澳門資源老師在專業上現況顯示，政府需要多加支持對融合教師的培訓。本澳在職老師會有報讀不上培訓課程的情況，培訓內容都是比較理論化，欠缺實踐，或不能為普通老師成為資源老師作充足的準備。第三、探究澳門資源老師遭遇問題的過程中發現，資源老師對融合生的比例嚴重超出了教青局的指引，而資源老師在大部份教學情況下都要顧及學生的行為情緒問題。也可能會因為融合教育概念和方法的缺乏，造成教學上的困難和障礙。第四、資源老師在融合教育歷程中，經歷了各種難處，仍然選擇成為資源老師，施教過程也是經驗建構知識與自我價值的良性循環過程，所獲得的成就感與幸福感是相輔相成的，從而得出資源老師的樣貌出來。從而萌生出要成為一名資源老師；在教育融合生過程中，或主動調適情緒，保持一種正向而樂觀的態度；學會利用一切可以利用的資源，例如，學校所有相關的教職員、家長、專業人士等成為教導路上的得力助手；與同儕保持良好的關係；將每一位融合生的學習快樂，保持身心健康，將來真正融入社會當中自己的目標。 本研究立足於澳門資源老師的訪談和啟示，最後，根據研究結果，瞭解分析澳門學校資源老師工作的歷程會遇到許多不同的挑戰，其心路變化與調適過程，探究資源老師在教學現場工作過程進一步探討遇到的困難想到解決方法，及對澳門融合教育的期望以及準備投身特殊教育工作的教師提供可一些經驗與想法。In Partial Fulfillment of the Requirements for the Degree of Master in Education in the School of Education, University of Saint Joseph, JUN/2023Supervisor : Cathy, Hoi Ka Weng

• Master Dissertations
  • School of Education
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