澳門教師專業化對幼兒教師職業身份認同和勝任感的影響：來自在職教師的看法

幼兒教師的專業化進程和水平是學前教育質量得以保障的關鍵。澳門自 2012年開始推行非高等教育改革已經十年,此間逐步推動教師專業化進程,提升師資隊伍的要求和質量。本研究旨在調查澳門幼兒教師對教師專業化和專業發展的了解,以及他們由此感知到的職業身份認同感和勝任感的變化;從幼兒教師的角度進一步瞭解澳門教師專業化進程對在職教師的切實影響,從而為澳門幼兒教師專業發展提出建設性的建議。
在回顧了澳門幼兒教師專業化歷程和相關研究文獻的基礎上,本研究採用半結構訪談法訪談了十二位在職幼兒教師。研究發現,幼兒教師對近年來澳門幼兒教師專業化進程有比較清晰的瞭解。幼兒教師圍繞專業化培訓對工作的幫助評價較為積極,表示培訓可以促進其專業知識和教育能力的增長。受訪教師每年在職培訓時數均超過了教青局的要求,接受培訓的意願和積極性總體較高。隨著入行門檻的提供和各類在職培訓,教師們指出他們的工作勝任感和身份認同感也有所提高。絕大部分幼兒教師非常喜歡這個職業,轉行的傾向低。研究發現年資較高和職級較高的幼兒教師身份認同感相對更高。同時,研究也發現,澳門幼兒教師專業化主要推動力量是在政府和學校層面,教師隊伍自身動力還未起到明顯作用。此外,培訓課程設置與工作需求匹配程度還不夠精准,針對融合教育、融合生和融合班,幼兒教師仍然會感到自己存在勝任力不足等方面的問題。
根據發現,本研究從政府、學校和幼兒教師三個層面提出了建議。在政府層面,建議進一步做好整體設計,不斷豐富培訓內容和形式,加大政策、資金方面的保障力度,加強融合教育方面的投入。在學校層面,研究建議完善培訓體系, 提供充足的培訓機會,實行老帶新培訓機制。在幼兒教師層面,進一步發掘專業 需求,加強參與專業發展活動的主動性,做好個人職業發展規劃,從而進一步在 工作中獲得歸屬感和認同。

The professionalization process and level for preschool teachers is key to guarantee the quality of preschool education. Since 2012, Macao has been implementing the non-higher education reform for 10 years. During this period, the professionalization process is advanced gradually to improve the requirements and quality of the teaching staff. The purpose of this study is to investigate the preschool teachers’ understanding for their professionalization and professional development in Macao as well as the changes the teachers feel on the professional identity and competence. From the point view of preschool teachers, it is further understood about the actual impact of teachers’ professionalization process in Macao on in-service teachers so as to provide some constructive suggestions for the professional development of preschool teachers in Macao.
On the basis of reviewing the professionalization process of preschool teachers in Macao and related research literature, this study uses the semi-structured interview method to interview 12 in-service teachers. Based on the study, they have a clear understanding on the professionalization process of preschool teachers in Macao in recent years. They think the benefits of professional training for work is comparatively positive and training can help promote the growth of their professional knowledge and education capabilities. The in-service training for preschool teachers is relatively long, and their willingness and enthusiasm to receive training is generally high every year. As the professional threshold is increasing, the. comprehensive in-service training improves the job competency and identity for teachers. And those preschool teachers with higher seniority and ranking have higher sense of identity. Most of the preschool teachers like their career very much and have a relatively higher sense of identity. The study also found that the main driving force for preschool teachers’ professionalization was the government and the school they are working at. However, the self-driving force within the teacher industry is low. Moreover, teachers are facing problems such as insufficient competence since the content of some training courses does not match accurately with the teachers' demand of work, especially courses about integrated education.
Through this study, we would like to provide some suggestions for the governments, schools and preschool teachers. For the government, the overall design should be prepared well further, the training contents and forms should be enriched continuously, the guarantee of policies and funds should be strengthened and the investment in integrated education should also be enhanced. For the school, the training system must be improved to provide sufficient training opportunities and to implement the training mechanism of the old bringing the new.
For the preschool teachers, they should further strengthen the initiative to participate intraining, learn the relevant knowledge widely, always have a good plan for personal careerdevelopment in order to have a sense of belonging and enhance their own identity during work.