初探澳門初任幼稚園教師對融合教育生問題行為的處理方法及其心理狀態

研究者過去幾年間也教導過不少融合教育生,然而每當融合教育生出現問題行為時,研究者都不懂處理。因此報讀了各類型融合課程,雖然對其的認識有所加深,但在日常操作上的幫助不大。所以才以這題材作為論文研究,好讓日後為融合教育下的初任幼教提供參考。
而本研究的研究問題有:一、瞭解澳門初任幼稚園教師面對融合教育生出現問題行為時,他們的處理方法及技巧是什麼?二、瞭解澳門初任幼稚園教師們當時是抱著怎樣的心理狀態去處理融合教育生的問題?接納程度又是怎樣?
三、如何有效地支援初任幼稚園教師的心理狀況?
本研究利用質性研究(Qualitative research),以多個案研究法(Mutiple-casestudy),共訪談了 6 位來自不同學校的澳門初任幼稚園教師,並將訪談資料及相關文獻利用互動模式分析(Interactive model)及主題分析(Thematic analysis)方法、分析歸納並從中得出結論,藉以回應研究問題,其結論如下:一、澳門初任幼稚園教師對融合教育生擁有較高的接納度,但亦會因其的問題行為而感到困擾。二、澳門初任幼稚園教師處理融合教育生的問題行為方法主要有“尋求其他人的協助”、“隔離冷靜”、“專業人事的建議” 、“小幫手”、“藥物控制” 、“找出他的興趣” 、“座位調整”。三、融合教育教師課程的不足有,時數短、內容過於理論化、沒有實際操作,效用不顯著。四、澳門初任幼稚園教師面對的壓力主要來自學校行政、親師溝通、同儕相處、融合教育生問題及與專業人員意見不合。五、澳門初任幼稚園教師的流失原因是與同儕之間相處出現問題而產生離異的心態,及工作時間長,壓力大而導致身體及心理呈負面狀況。六、有效支援初任幼稚園教師的心理方法有,提升社會大眾對融合教育的認知度、與有經驗或同輩幼教傾訴、同儕間的鼓勵、回憶融合教育生/學生的回饋、自行調適壓力、戶外運動及遠離壓力源、家長的配合及舉辦提升關注教師身心健康的課程。從本研究中獲得的啟示,幼稚園教師是充滿挑戰的行業,教師必需盡量保持正面積極的心態,避免讓壓力影響著自身的工作及生活。

The researcher has been a teacher of kindergarten students with Special Educational Needs (SEN) in Macau for the past few years. Nevertheless, when encountering problem behaviours of students with SEN, the researcher does not know how to deal with them. Thus, the researcher enrolled in various training courses about inclusive education. Although the researcher has a deeper understanding of students with SEN, there is not much help when it comes to actual daily operations.
Therefore, the researcher selected the topic of this thesis, with the aim of providing a solid reference for novice kindergarten teachers who work in inclusive education in future.
The research questions in this study include: 1. To understand when novice kindergarten teachers face problem behaviours of students with SEN at school, what are their handling methods and skills? 2. To understand what is the psychological state of the novice kindergarten teachers when dealing with problem behaviours of students with SEN? And what is the teachers’ degree of acceptance of students with SEN? 3. How to effectively support the psychological condition of the novice kindergarten teachers who work with students with SEN? Through qualitative research design and multiple-case study methodology, novice teachers from different kindergartens in Macau were interviewed, and made use of interactive model and thematic analysis to analyse and summarise the interview data and relevant literature reviews, the conclusion of which is as below:
1. novice kindergarten teachers in Macau have a high degree of acceptance of students with SEN, but also show signs of frustration with the problem behaviours of students with SEN.
2. The methods that are used by novice kindergarten teachers in Macau in handling problem behaviours of students with SEN mainly include "seeking assistance from others", "isolation and calmness", "seeking advice from professional personnel", "little helper", "behavioural control with drugs", "identifying students’ interests", and "adjustment in students’ seating arrangement".
3. The shortcomings of training courses in inclusive education for kindergarten teachers include that the training time is short, the training contents are too theoretical without actual practices, and the training effectiveness is not significant.
4. The pressure that novice kindergarten teachers in Macau face mainly comes from school administration, parents-teachers communications, peer relationships, problems of students with SEN and disagreements with professionals.
5. The reasons for the loss of novice kindergarten teachers in Macau are problems with peers that give rise to the teachers’ mind to quit, long working hours, and high stress that leads to adverse physical and psychological conditions.
6. Effective ways to support novice kindergarten teachers include raising public awareness of SENs, experience sharing from experienced teachers or amongst peer kindergarten teachers, peer encouragement, recalling appreciation from students without SEN, self-adjusting pressure level, outdoor exercises, staying away from stressors, cooperation of parents, and organizing courses to enhance the physical and mental health of teachers.
The enlightenment from this research is that kindergarten teachers are a profession full of challenges. Teachers must try their best to maintain a positive attitude and avoid letting pressure affect their work and life.