Examining Primary School Teachers’ Pedagogical Expertise and Implementation of Differentiated Instruction in Macao: A Mixed-Methods Investigation

As the number of students with diverse learning needs continues to rise in Macau, teachers face numerous challenges in addressing individual differences in the classroom. This research aims to explore the awareness and implementation of differentiation instruction among Macau primary school teachers, as well as the challenges encountered in its practice.
Differentiation instruction is an instructional approach that seeks to cater to the individual learning needs of students by adapting teaching methods, content, and assessment strategies. It involves recognizing and responding to the readiness, interest, and learning profile of students within a classroom.
This study employs a mixed-methods approach, primarily utilizing questionnaires to assess the knowledge and skills of Macau primary school teachers in both regular and inclusive classrooms regarding differentiation instruction. Additionally, semi-structured interviews will be conducted with a purposive sample of eight professional Macao primary school teachers who have implemented differentiation instruction. The findings were organized and analyzed, revealing as follows:
（1） Macau Primary School Teachers' Knowledge and Skills in Differentiated Instruction: The motivation of Macau primary school teachers to receive training in differentiated instruction is relatively low. However, most teachers have gained a basic understanding of the definition and concept of differentiated instruction through participation in professional development courses and school training. Teachers also accumulate experience in teaching practice, enhancing their ability to implement differentiated instruction.
（2） Models of Differentiated Instruction Implementation by Macau Primary School Teachers: Macau primary school teachers primarily reflect students' learning profile through basic background information, classroom observation, and reviewing assignments and tests. When designing teaching content, teachers adjust according to learning profile, personal interests, and readiness, aligning with the differentiated instruction practices.
（3） Macau Primary School Teachers' Attitudes Toward Implementing Differentiated Instruction: Most Macau primary school teachers have a positive attitude towards differentiated instruction, agreeing that adjusting teaching according to individual student needs can enhance learning outcomes and motivation. However, they face numerous challenges during implementation.
（4） Challenges Faced by Macau Primary School Teachers in Implementing Differentiated Instruction: The educational policies in Macau pose challenges to the implementation of differentiated instruction. Schools lack clear guidelines, teachers face heavy workloads, have limited knowledge and experience in differentiated instruction, parents have insufficient understanding of the concept and purpose of differentiated instruction, and unbalanced educational resource limit its effective implementation.
（5） Favorable Conditions for the Development of Differentiated Instruction: Positive progress in the allocation of human resources, resource distribution, and tiered assessments in schools, as well as cooperation between families and schools, has promoted the successful implementation of differentiated instruction.
Based on the research findings, specific recommendations are provided offer recommendations to optimize teaching effectiveness and better address the diverse learning needs of students, ultimately ensuring optimal learning outcomes.


隨着本澳有着不同學習需要的學生的數量漸增，教師在課堂上面對不少困難與挑戰，因此教師關顧學生間個別差異不容忽視。本研究旨在瞭解澳門小學教師對於差異化教學概念的認知程度、如何作教學實踐，及當中遇到的問題。
根據研究目的，本研究以「詮釋主義」作理論框架，採用混合研究法，「以質性研究為主，量化研究為輔」，先以問卷調查瞭解本澳小學普通班和融合班教師對差異化教學的知識與技能，繼而透過半結構訪談法，並經立意採樣，選取曾實踐差異化教學的小學教師進行訪談，整理和分析研究結果顯示：
（1） 本澳小學教師對差異化教學的知能程度：澳門小學教師對差異化教學的培訓動機較低。通過參加專業發展課程和校本培訓，大多數教師對差異化教學的定義和概念有一定程度的掌握。教師亦可在教學實踐中累積經驗，提升實施差異化教學的能力。
（2） 本澳小學教師實施差異化教學的模式：澳門小學教師查閱學生的基本背景資料、觀察課堂學習進度，以及通過批改作業和測試檢視學生能力，主要反映學生的學習水平。教師在設計教學內容時，根據學習風格、個人興趣和學習準備度進行調整，符合差異化教學實踐形式。
（3） 本澳小學教師對實施差異化教學的態度：多數澳門小學教師對差異化教學持積極態度，認同根據學生個別需求進行教學調整能提升學習效果和動機，但在實施過程中面臨諸多挑戰。
（4） 本澳小學教師在實施差異化教學時面對的困難：澳門的教育政策對差異化教學實施造成阻力，學校缺乏清晰的指導方針，教師面臨繁重的工作負擔，教師對差異化教學的知識與經驗有限、家長對差異化教學的概念與目的理解不夠，和有限的教學環境和統一教材，限制了差異化教學的有效實施。
（5） 有利發展差異化教學條件：學校在人力資源配置、資源調配和評估分層等方面的積極進展，以及家庭與學校的密切合作，推動了差異化教學的成功實施。
基於研究結果，提出具體建議，從而讓本澳的教育工作者有所參考，使得學生能獲得最適合的學習方式。