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ABSTRACT

"THIS STUDY EXAMINES MACAO PRIMARY SCHOOL TEACHERS' ATTITUDES TOWARD INCLUSIVE EDUCATION, COMPARING THREE GROUPS: INCLUSIVE TEACHERS, REGULAR TEACHERS, AND TRANSFERRED TEACHERS. USING INTERVIEWS, WE ANALYZED THEIR UNDERSTANDING, FEELINGS, AND TEACHING PRACTICES TO IDENTIFY KEY CHALLENGES AND OPPORTUNITIES FOR IMPROVEMENT. THE FINDINGS ARE DISCUSSED IN RELATION TO MACAO'S CURRENT INCLUSIVE EDUCATION POLICIES. KEY FINDINGS:(1)TEACHERS GENERALLY SUPPORTED INCLUSIVE EDUCATION BUT FACED SIGNIFICANT CHALLENGES. INCLUSIVE TEACHERS HAD THE BROADEST UNDERSTANDING BUT STRUGGLED WITH HEAVY WORKLOADS AND LIMITED RESOURCES. REGULAR TEACHERS SHOWED WEAKER AWARENESS AND OFTEN FELT UNPREPARED. TRANSFERRED TEACHERS OFFERED VALUABLE ""TWO-WAY INCLUSION"" PERSPECTIVES. (2) TEACHERS FELT DIFFERENTLY ABOUT INCLUSIVE EDUCATION: INCLUSIVE TEACHERS SUPPORTED THE IDEA BUT GOT TIRED FROM LACK OF HELP. REGULAR TEACHERS FELT LOST WITHOUT SUPPORT. TRANSFERRED TEACHERS HANDLED IT THE BEST. (3) INCLUSION TEACHERS AND TRANSFERRED TEACHERS TRIED SPECIAL TEACHING METHODS BUT LACKED TIME AND STAFF. REGULAR TEACHERS RARELY CHANGED THEIR TEACHING AND SOMETIMES SUGGESTED STUDENTS TRANSFER. (4) TWO MAIN THINGS AFFECTED TEACHERS' VIEWS: OUTSIDE FACTORS LIKE WEAK POLICIES AND LACK OF SCHOOL/PARENT SUPPORT, AND INSIDE FACTORS LIKE HOW CONFIDENT AND EXPERIENCED TEACHERS FELT. MORE CONFIDENT TEACHERS HANDLED INCLUSION BETTER. THE STUDY HIGHLIGHTS THE NEED FOR BETTER RESOURCE ALLOCATION, TEACHER TRAINING, AND PARENT ENGAGEMENT. BY INCLUDING TRANSFERRED TEACHERS, IT PROVIDES NEW INSIGHTS FOR POLICYMAKERS. FUTURE RESEARCH SHOULD EXPAND PARTICIPATION AND COMBINE DIFFERENT RESEARCH METHODS TO DEEPEN UNDERSTANDING OF INCLUSIVE EDUCATION IMPLEMENTATION. THESE STEPS COULD HELP MACAO DEVELOP MORE EFFECTIVE SUPPORT SYSTEMS FOR TEACHERS AND STUDENTS. 本研究以澳門小學階段融合學校教師、非融合學校教師及轉校教師為研究對象，採用質性研究方法，探討三類教師對融合教育的態度差異及其影響因素。通過半結構式訪談，從認知、情感及行為意向三個維度分析教師態度，並結合澳門融合教育政策與實施現狀，提出具體改善建議。 研究結果顯示：1. 澳門小學教師普遍認同融合教育的理念價值，但三類教師在認知廣度上存在顯著差異：融合學校教師認知最全面，能涵蓋資優生；非融合學校教師的認知較表面；轉校教師則提出"雙向融合"的獨特觀點。2. 教師情感呈現支持與矛盾並存的特徵，融合學校教師雖認同理念，但因資源不足和行政負荷過重而產生倦怠；非融合學校教師因缺乏支持而無力感最強；轉校教師情感最為穩定。3.行為落差：融合學校教師與轉校教師能實施個別化教學策略，但受時間與人力限制；非融合學校教師則因學校未參與融合計劃，多無法調整教學，甚至建議學生轉校。4. 教師的態度主要受外部環境因素（政策資源不足、學校支持缺乏和家長配合度低）和內部心理因素（教師效能感與教學經驗）共同影響，其中高效能感教師表現更積極。 研究者首次將"轉校教師"納入澳門融合教育研究框架，填補了文獻空白，並通過比較三組教師態度差異為政策制定提供依據。建議從政策層面著手完善資源監管機制，並加強家校合作與公眾宣導工作，以促進融合教育的可持續發展。未來研究應結合量化方法擴大研究樣本和納入更多教師類型。 關鍵詞：融合教育、融合學校教師、非融合學校教師、轉校教師、教師態度