Hong, Sut MuiSut MuiHong2024-12-272024-12-272024-11https://dspace.usj.edu.mo/handle/123456789/5996The purpose of this study is to understand the problems and experiences of Macao's regular classroom pre-school teachers in teaching and counseling children with special needs, in order to further explore the professional growth and development process of regular classroom pre-school teachers in the orientation of integrated education. This study adopts a qualitative narrative research methodology, using semi-structured in-depth interviews and textual data collected from the research participants' research journals and teaching diaries to analyze the stories related to the three preschool teachers in the educational field, and according to the results of the data analysis were as following: 1. The professional growth and development of the three teachers in pre-school integration, from novice teachers to professional teachers, need to go through a long period of exploration and adaptation, where teachers continue to refine their professional knowledge and teaching skills to cope with the challenges of problems in the education process, but the progression from professional to expert teachers is affected by both internal and external factors, that teachers are unable to make the transition into it. 2. The three teachers' dilemmas are at different stages. It was found that among the four major dilemmas faced by the teachers, there were teaching, classroom management, support system and professional knowledge in IE, and among them, the support system and professional knowledge in IE were the ones that the teachers considered the most desirable to get in order to have good conditions for implementing IE in ordinary classes. 3. This study suggests that teachers need to be able to adapt their mindset to face different challenges at work. Active Enhancement of IE Knowledge to Cope with Various Educational Issues; schools should assist teachers in the implementation of IE and act as a bridge between parents and teachers. Define the development intention of the school so as to establish a clear direction and avoid internal confusion; government needs to consider the extension of the policy to safeguard the learning rights of Pupils with Special Educational Needs (Pupils with Special Educational Needs). Promote the concept of IE in the community so that it can be widely recognized by the public, thereby gaining more support. There must be a comprehensive training and continuous growth and development for IE Teachers, in order to establish a clear and standardized curriculum. Organize cross-school professional exchanges for qualified IE teachers to enhance their professional knowledge. 本研究旨在透過瞭解澳門普通班學前教師對特殊需要幼兒教學與輔導的問題與經驗，以進一步探討普通班學前教師融合教育導向的專業發展歷程。 　　本研究採用質性敘事研究方法，使用半結構式深度訪談，並透過研究參與者的研究日記、教學日誌等蒐集文本資料，分析三位學前教師在教育現場內的相關故事，根據資料分析結果發現如下： 一、三位教師的學前融合專業成長發展，從新手型教師到專業型教師需要經歷一段漫長的時間探索和適應，在此教師持續精進自己的專業知識和教學技能，以應對教育過程中的問題挑戰，但從專業型教師到專家型教師這個進階過程受到內在和外在的因素影響，因此，教師雖然初現這階段的特質，但未具備相應的專業力能。 二、通過三位教師不同階段的困境問題發現，所面對的四大困境中，包括有教　 　　學方面、班級管理方面、支援系統方面和融合教育專業知能方面，而當中 　　支援系統和融合教育專業知能方面是教師認為最希望獲得的支持，才能讓 　　教師擁有良好的條件在普通班中實施融合教育。 三、本研究建議，教師需要懂得調適心態，以面對工作上的不同挑戰。積極增 　　進融合教育知能，以應對各類的教育問題；學校方面應協助教師開展融合 　　教育的工作，做好家長與教師的橋樑。明確學校的發展意向，從而建立清 　　晰的目標走向，避免造成內部混亂；政府方面需要考量政策的延伸性，以 　　保障普特幼兒的學習權益。將融合教育的理念推進社區，讓大眾廣泛認 　　識，從而獲得更多的支持力。建立明確標準化的融合教育教師培育模式， 　　使融合教育教師的培育過程有着全面性和連續性的成長發展。組織合資格 　　的融合教育教師跨校專業交流，以提升教師專業知能。zh學前融合教育學前融合教育教師專業發展敘事研究text::thesis