澳門小學教師對融合教育班級經營困難之研究

"This study aims to explore the challenges, emotions, and influencing factors faced by primary school general education teachers in Macau while managing inclusive education classrooms. The research motivation stems from the researcher’s own past teaching experiences, which were marked by significant frustration, leading to a focus on the difficulties currently encountered by general education teachers in Macau when implementing inclusive education. Moreover, given the increasing number of students with special educational needs (SEN) in recent years, teachers are required to address the needs of both general students and SEN students simultaneously. Their professional knowledge, attitudes, and the challenges they face directly impact the effectiveness of inclusive education, highlighting the necessity of conducting an in-depth investigation.
The study targets nine primary school general education teachers in Macau with more than three years of teaching experience who have taught inclusive classrooms in mainstream primary schools. Using semi-structured interviews, the study delves into their real-life experiences and emotions in managing inclusive classrooms. The findings reveal that primary school general education teachers in Macau commonly face four major challenges in managing inclusive classrooms:
1.Macro-system inadequacy in supporting the professional development of primary education teachers.
2.Meso-system misalignment between school-based policies and the support that primary education teachers provide to students with special educational needs.
3. Micro-system conflicts and tensions among primary education teachers, students, parents and colleagues.
4.Primary education teachers’ own mindset adjustments and professional growth in managing inclusive classrooms

本研究旨在探討澳門小學普通教師在經營融合教育班級時所遭遇的困難、感受及其背後的影響因素。研究動機源於研究者自身過往任教經驗深感挫敗，進而引發對現今澳門小學普通教師於融合教育現場實踐困境的關注。此外，鑒於融合生人數逐年遞增，教師需同時兼顧普通學生與融合生需求，其專業知能、態度與所面臨的挑戰，將直接影響融合教育的成效，故有必要深入探討。 本研究以澳門9位擁有三年以上任教經驗、並曾於普通小學擔任融合班級的小學普通教師為研究對象，透過半結構式訪談，深入了解其在班級經營過程中的真實經驗與感受。研究結果顯示，澳門小學普通教師在經營融合班級時，普遍面臨四大困境：（一）宏觀系統對小學教師專業知能培訓支援不足；（二）中觀系統學校校本政策與小學教師對融合生支援的差異；（三）微觀系統小學教師與學生、家長、同事的碰撞；（四）小學教師自身對經營融合班級心態的調整與成長。