澳門新入職教師在融合教育的學校中面對的挑戰

The development of inclusive education in Macao has been encountered recently, which teachers are important members of pushing the educational development. Many graduates become novice teachers, they are looking forward to the future. Although they are ideal for education,they are encountering different levels of confusion and difficulties. This research study aims at exploring the difficulties of novice teachers in a boarding school which is providing inclusive education in Macao. It discusses the confusion of five novice teachers which from the same school with semi-structured interviews.
The results of the study are as follows:
1. The difficulties of novice teachers in inclusive school consist of teaching confusion, administrative confusion and social confusion. The results reflected that the social confusion was less than the first two. One of the main difficulty in teaching confusion is classroom management. Changing the mindset of theaching and learning from successful experiences from other teachers are the key ways to help the novice teachers to solve their difficulties and help for personal developmant in education.
2. The educational background of novice teachers has a significant impact on their inclusive teaching in this school. Reasons include lack of awareness and expertise in inclusive education, too much focus on educational theory and too difficult practicing the educational theory.
3. One of the novice teachers’ difficulties is admin-file processing.The confusing work is about completing Individualised Education Plan (IEP) which for students with special educational needs. Novice teachers do not have enough students information and professional knowledge to complete content of IEP themself.
4. The difficulties in the teaching practice of novice teachers are as: Teachers are too hard to treat the differences in students' abilities, teachers cannot handle and respond student breaking rules in classroom and teachers are unable to tutor students outside the classroom.

近年來本澳積極推動融合教育的發展,教師當然是推動教育發展重要的一員,於是愈來愈多應屆畢業生投入教育的行業。很多新入職的教師,對教育充滿憧憬,卻在教學上遇到許多不同層面的困惑。本研究旨是以澳門一所寄宿的融合學校進行案例研究,透過五位新入職教師的半結構訪談,探討新入職教師的困惑。本研究的研究結果如下:
一、在此校新入職教師的困惑歸納為教學困惑、行政困惑及社交困惑。在研究結果中反映出教師在社交上的困惑較前兩項少。新入職教師在職場上主要困惑為班級經營,改變教師的心態及參照不同的成功經驗,都能解決教師入職困惑,有助教師生涯的發展。
二、新入職教師教育背景對其在此校實施融合教學有重大的影響,其原因為新入職教師對融合教育認知不足及缺乏專業知識;接受師資培訓的學生過於著重書本理論、師資生難以在實際教學環境中實踐所學的教育理論。
三、新入職教師在處理學校行政文件時,最感困惑的是關於 IEP 的撰寫,教師因未了解個案學生的情況及填寫方法,難以撰寫最適切的個案內容。
四、新入職教師在教學實踐上主要難題有:教師難以處理學生的能力差異、在課堂上無法應對並處理融合生的紀律問題,以及在課堂外無法輔導學生。