澳門教師專業發展研究 – 基於《非高等教育私立學校教學人員制度框架》的政策分析

本研究旨在探討澳門自2002年頒佈第 3/2012 號法律《非高等教育私立學校教學人員制度框架》後,私立學校的教學人員對《私框》中專業發展的認知情況及看法、教學人員對專業發展的培訓課程上支援措施之看法及《私框》對教學人員專業發展產生的影響。
本研究採用質性研究中的半結構訪談方法,邀請八位來自不同私立學校的教學人員進行深度訪談,以文獻、錄音、逐字稿以及研究人員觀察等進行資料主題分析受訪者對《私框》的教師專業發展認知、實踐情況及影響,整理歸納結果,後果發現如下:
一、 教學人員於職前對專業發展認知不足、感到模糊。職後教學人員加深了對專業發展的認識,認為參與專業發展可以學習不同方面的知能,有助提高教學人員的專業性。
二、 教學人員未能擁有擁有選擇專業發展的自主權,專業發展課程專業發展培訓形式和靈活度不足,多以理論性為主,實用性不足難以於運用於實際教學,不足以應乎教學人員對專業發展的需求。專業發展培訓資源以及制度配套不足,忽略了教學人員的需要。
三、 教學人員普遍認為培訓時數的限制、專業發展時數與評核制度掛鈎均為他們帶來壓力。現時培訓申報機制欠缺明確的界定,雙職的教學人員需要照顧家庭,各因素局限了教學人員參與專業發展。
最後,根據研究結果提出相關建議,以作為澳門特區政府、學校優化教學人員專業發展培訓政策作參考。

First of all, this research investigated No. 3/2012 policy on “System Framework for Private School Teaching Staff of Non-Tertiary Education” and explored teachers' perceptions of the said Framework of professional development. Secondly, it explored the current status, impact and barriers for Participation in Professional Development Activities of the teaching staff in private schools after the implementation of the relevant provisions of the “System Framework for Private School Teaching Staff of Non-Tertiary Education”. Finally, conclusions and suggestions were made according to the results.
In this research, the semi-structured interview method in qualitative research was adopted based on the purposeful sampling method. Total of eight respondents, who served in different private schools in Macau, were invited for an individual interview to collect data. Then, the data collection strategies included literature, recording, manuscripts and researchers' observation. Through analysis and summary of the results, conclusions and suggestions were put forward.
The findings showed that:
1. Private School Teaching Staff had insufficient and fuzzy knowledge of professional development before taking up their jobs. In-service teachers have deepened their understanding of professional development and believe that they can learn different aspects of knowledge and abilities when participating in professional development. Moreover, it can help improve their professionalism in teaching.
2. The professional development autonomy of the teaching staff in Macao was insufficient, and the teaching staff couldn’t have the independent choice in teacher professional development. The content form of professional development training course was monotonous and not systematic. The types of professional development training are insufficient and inflexibility. The professional development training system of “System Framework for Private School Teaching Staff of Non-Tertiary Education” was not perfect. They failed to understand the real needs of teaching staff of the professional development of teaching staff.
3. The professional development was linked with the evaluation system and accrued hours reaching requirements for promotion, as the evaluation would cause pressure on teaching staff, which couldn’t reflect the actual effect of participating in professional development.
According to the results of the study, some suggestions of professional development will provide for the government and school to optimize the policy.