A NARRATIVE STUDY ON THE PROFESSIONAL DEVELOPMENT OF INCLUSIVE TEACHERS OF PRESCHOOLS IN MACAO

ABSTRACT

THIS STUDY AIMS TO INVESTIGATE THE CURRENT STATUS OF TEACHING DIFFICULTIES AND PROFESSIONAL COMPETENCIES AMONG SECONDARY SCHOOL TEACHERS WORKING WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN) IN INCLUSIVE CLASSROOMS IN MACAO. IT EXAMINES DIFFERENCES IN TEACHERS' TEACHING DIFFICULTIES AND PROFESSIONAL COMPETENCIES ACROSS VARIOUS DEMOGRAPHIC VARIABLES. FURTHERMORE, IT EXPLORES THE RELATIONSHIP BETWEEN TEACHERS' PROFESSIONAL COMPETENCIES AND THEIR TEACHING DIFFICULTIES, AS WELL AS IDENTIFYING THE PREDICTIVE FACTORS INFLUENCING BOTH ASPECTS.         A QUESTIONNAIRE SURVEY METHOD WAS EMPLOYED, COLLECTING 171 VALID RESPONSES. DATA ANALYSIS METHODS INCLUDED DESCRIPTIVE STATISTICS, INDEPENDENT SAMPLES T-TESTS, ONE-WAY ANOVA, PEARSON CORRELATION, AND LINEAR REGRESSION ANALYSIS. KEY FINDINGS INCLUDE: • TEACHERS REPORTED A MODERATELY LOW LEVEL OF TEACHING DIFFICULTIES RELATED TO INCLUSIVE EDUCATION. • TEACHERS REPORTED A MODERATELY HIGH LEVEL OF PROFESSIONAL COMPETENCIES IN INCLUSIVE EDUCATION. • SIGNIFICANT DIFFERENCES IN TEACHING DIFFICULTIES WERE OBSERVED BASED ON TEACHERS' GENDER AND PARTICIPATION IN INCLUSIVE EDUCATION TRAINING COURSES. • SIGNIFICANT DIFFERENCES IN PROFESSIONAL COMPETENCIES WERE OBSERVED BASED ON TEACHERS' YEARS OF EXPERIENCE IN INCLUSIVE EDUCATION AND THEIR PARTICIPATION IN INCLUSIVE EDUCATION TRAINING COURSES, SEMINARS AND WORKSHOPS. • A LOW NEGATIVE CORRELATION WAS FOUND BETWEEN TEACHERS' TEACHING DIFFICULTIES AND THEIR PROFESSIONAL COMPETENCIES. • TEACHERS' PROFESSIONAL COMPETENCIES SIGNIFICANTLY PREDICT THEIR TEACHING DIFFICULTIES. • GENDER SIGNIFICANTLY PREDICTED TEACHING DIFFICULTIES IN INCLUSIVE EDUCATION CONTEXTS. BASED ON THESE FINDINGS, RELEVANT RECOMMENDATIONS ARE PROVIDED. 本研究旨在瞭解澳⾨融合教育學校中學教師⾯對融合學⽣的教學困擾及融 合教育專業知能的現況與相關性，並分析不同背景變項下澳⾨中學教師的教學困 擾及融合教育專業知能之差異、融合教育專業知能對教學困擾的預測⼒，以及背 景因素對教學困擾的預測⼒。 本研究採⽤問卷調查法，回收有效問卷171份。問卷數據以描述性統計、獨 ⽴樣本T檢驗、單因⼦變異數分析、⽪爾遜積差相關、線性迴歸分析進⾏分析。 研究結果歸納如下： ⼀、 澳⾨中學教師融合教育教學困擾屬「中等偏低」程度。 ⼆、 澳⾨中學教師融合教育專業知能屬「中等偏⾼」程度。 三、 不同性別及融合教育課程進修的澳⾨中學教師融合教育教學困擾有顯著差 異。 四、 不同融合教育年資、融合教育課程進修及講座、⼯作坊參與的澳⾨中學教師 融合教育專業知能有顯著差異。 五、 澳⾨中學教師融合教育教學困擾與專業知能呈「低度負相關」。 六、 澳⾨中學教師的整體融合教育專業知能對融合教育教學困擾具微弱預測⼒。 七、 「性別」對融合教育教學困擾具微弱預測⼒。 本研究最後根據研究結果提出相關建議。