澳門新任教師職業適應的研究 :來自在內地與澳門接受師範培養的幼兒教師反饋

不同地區接受師範培養的新任教師,確實在其職業適應上有著共同之處及不同之處。本研究旨在通過內地和澳門的師範培養差異,探討在不同地區進行師範培養的教師在回澳工作上的職業適應情況及異同,並期望能夠提出有效的看法及建議。本研究發現由於兩地師範培養不同,選擇內地接受師範培養的教師對澳門教育法規較為陌生,皆以團隊支援及自主學習進行了解,此外受訪者們對於基本學力要求的使用感知褒貶不一;而在適應本地課程上發現澳門的幼兒課程較重視知識的傳遞,內地幼兒課程則提倡保育與教育結合,重視幼兒體驗,加上“多元化特色”是澳門教育發展方針,不同學校擁有各自辦學方針及理念,體現在學校的校本課程上,在這種前提上,受訪者們皆通過團體支援以及調整自身的教學模式適應不同的課程安排。對於澳門新任教師職前及職業初期支援體系,研究發現教育實習對教師職業適應有著正面促進的作用,但由於兩地師範培養的實習安排差異,在內地接受師範培養的教師認為教育實習的促進作用有限。在入職培訓方面由於安排模糊、不清晰,並未發揮應有的作用。基於研究結果,筆者在跨地區教師培養和新任教師職業適應兩部分提出建議,期望能為在不同地區接受教師培養的教師在職業適應過程中提出有用的建議。

The new teachers who received teacher education in different regions do have similarities and differences in their professional adaptation. The purpose of this research is going to explore the differences in teacher education between the Mainland and Macao, explore the career adaptation and similarities and differences of teachers who have been educated in different regions when they returning to Macao, and hope to put forward effective views and suggestions. This study found that due to the difference in teacher education between the two places, teachers who choose the mainland china for teacher education are relatively unfamiliar with Macao's education regulations, and they use team support and self-learning to understand it. In addition, the visitors have different perceptions of The Regulamento Administrativo(BAA).
In adapting to the local curriculum, it is found that the early childhood curriculum in Macau focused on the knowledge, while the early childhood curriculum in mainland China advocates the combination of childcare and education, and focused on the experience of young children. In addition, “diversified characteristics” are the educational development policy of Macau, and different schools have their own school- policies. And the concept in the school's school-based curriculum. On this premise, the visitors rely on the group support and adjustment of their own teaching mode to adapt the different curriculum.
Regarding the pre-service and early-career support system for new teachers in Macao, the study found that educational practice has a positive effect on teachers' professional adaptation. However, due to the differences in the practice arrangements for teacher education in the two places, the promotion role of educational internships is limited.by the way the teacher induction training arrangement is vague and unclear and it fails to play its due role. Based on the research results, the author puts forward suggestions in the two parts of difference place’s teacher training and new teachers' career adaptation, hoping to
make useful suggestions for teachers who have received the education in different regions in the process of career adaptation.