澳門特殊教育學校教師參與專業團隊合作之基本能力

ABSTRACT

WITH THE EMPHASIS ON TEACHER PROFESSIONAL DEVELOPMENT AND COOPERATION IN POLICIES SUCH AS MACAU'S “MEDIUM - AND LONG TERM PLAN FOR NON HIGHER EDUCATION (2021-2030)” AND “PROFESSIONAL STANDARDS FOR KINDERGARTEN TEACHERS (TRIAL)”, IMPROVING THE COOPERATIVE COMPETENCE OF KINDERGARTEN TEACHERS HAS BECOME THE KEY TO IMPLEMENTING POLICY GOALS AND ENSURING THE QUALITY OF PRESCHOOL EDUCATION. HOWEVER, THE CURRENT COOPERATION AMONG KINDERGARTEN TEACHERS IN MACAU FACES THE CORE CONTRADICTION OF “OVERALL GOOD COOPERATION COGNITION AND ATTITUDE, BUT WEAK COOPERATION ABILITY”, AS WELL AS PRACTICAL CHALLENGES SUCH AS UNCLEAR ROLE POSITIONING, UNCLEAR DIVISION OF LABOR, AND DIFFERENCES IN PROFESSIONAL CONCEPTS. THE STATE OF TEACHER COOPERATION DIRECTLY AFFECTS THE PHYSICAL AND MENTAL DEVELOPMENT OF YOUNG CHILDREN AND THE EFFECTIVENESS OF CLASSROOM EDUCATION. GOOD COOPERATION CAN EFFECTIVELY INTEGRATE EDUCATIONAL RESOURCES AND IMPROVE TEACHING QUALITY. THE CORE PURPOSE OF THIS STUDY IS TO CLARIFY THE CURRENT SITUATION OF COOPERATIVE LITERACY AMONG TEACHERS IN KINDERGARTEN CLASSES IN MACAU, IDENTIFY PROBLEMS, AND PROPOSE LOCALIZED IMPROVEMENT STRATEGIES. THE LITERATURE ANALYSIS METHOD IS USED TO SORT OUT THE THEORETICAL FRAMEWORK RELATED TO TEACHER COOPERATIVE LITERACY. A QUANTITATIVE SURVEY OF TEACHERS IN KINDERGARTEN CLASSES IN MACAU IS CONDUCTED THROUGH A SELF-DESIGNED SURVEY QUESTIONNAIRE, AND QUALITATIVE DATA IS OBTAINED THROUGH SEMI-STRUCTURED INTERVIEWS WITH TEACHERS WITH DIFFERENT TEACHING EXPERIENCE AND CULTURAL BACKGROUNDS. THE RESEARCH AIMS NOT ONLY TO PROVIDE A NEW PERSPECTIVE FOR OPTIMIZING THE COLLABORATIVE COMPETENCE OF KINDERGARTEN TEACHERS IN MACAU, BUT ALSO TO VIII ASSIST TEACHERS IN ENHANCING THEIR PROFESSIONAL ABILITIES AND CREATING A HARMONIOUS WORKING ATMOSPHERE THROUGH TARGETED STRATEGIES. AT THE SAME TIME, IT PROVIDES EMPIRICAL REFERENCE FOR KINDERGARTENS TO IMPROVE THEIR COLLABORATIVE MECHANISMS. 隨著澳門《非高等教育中長期規劃（2021-2030）》《幼稚園教師專業標準 （試行）》等政策對教師專業發展與合作的強調，提升幼稚園教師合作素養已 成為落實政策目標、保障學前教育品質的關鍵。當前澳門幼稚園教師合作面臨 核心矛盾，合作認知與態度整體較好，但合作能力薄弱，同時還存在角色定位 模糊、分工不明確、專業理念差異等現實挑戰，而教師合作狀態直接影響幼兒 身心發展與班級教育效能。 本研究立足本土特色，以雙班教師（班主任與科任）為研究對象，旨在分 析其合作素養現狀、識別問題並提出本土化提升策略。研究採用文獻分析法梳 理相關理論框架，通過改編的《澳門幼稚園教師合作素養調查問卷》開展問卷 調查（回收有效問卷 74 份），並對不同教齡、文化背景的教師進行半結構化 訪談，形成量化與質性數據互補的研究方法。 研究結果不僅彌補了現有研究中澳門本土化視角的缺失，豐富了教師合作 素養研究的理論話語體系，更為幼稚園優化協作機制、教師提升專業合作能力 提供了實證參考，助力營造和諧工作氛圍，最終促進幼兒全面發展與學前教育 質量提升。