教师特教专业知能的实证分析:以澳门普通学校教师为例

An Empirical Analysis of Teachers’ Special Education Professional Knowledge: Taking Macao Ordinary Schools’ Teachers as an Example

本研究旨在探讨澳门普通学校教师的特教专业知能的现况,并了解不同背景下这些教师的特教专业知能的差异情形。研究一共收取了612位普通学校教师的数据,以“单一样本T检验”、“独立样本T检验”、“单因子变异数分析”、“克•瓦二氏单因子变异数等级分析”进行数据处理。研究显示:1) 教师在整体特教专业知能属于较好程度,其「一般特教知能」、「课程设计知能」、「教学设计知能」、「学习评核知能」、「班级经营知能」等向度也属于较好程度;2) 「教学年资」、「特教年资」、「专业背景」、「主要职务」、「任教阶段」、「融合教育进修」、「短期进修」、「任教前与残障相处或了解经验」、「融合教育人员支持」、「与同事沟通时间」、「班级学生数」、「融合生数」在特教专业知能中呈现显著差异(p 【0.05)。最后,根据此研究结果提出建议,以作为教师、学校及政府的参考。

The purpose of this research is to explore the current status of the special education professional knowledge of ordinary school teachers in Macao, and to understand the differences in the special education professional knowledge of these teachers from different backgrounds. A total of 612 ordinary school teachers’ data were collected for the study, and the data were collected using “one sample t test”, “independent sample t test”, “one-way ANOVA”, and “Kruskal-Wallis H”. Research shows that: 1) Teachers are at a relatively good level in the overall special education professional knowledge, and their “general special education knowledge”, “curriculum design knowledge”, “teaching design knowledge”, “learning assessment knowledge”, “class management knowledge” are also at a good level;2) “Teaching years”, “Special education teaching years”, “Professional background”, “Main job title”, “Teaching stage”, “Inclusive education training”, “Short-term training”, “Getting along with the handicapped or understanding experience before teaching”, “Support by inclusive education staff”, “Communication time with workmates”, “Number of students in class”, “Number of inclusive students” are presented significant difference in the special education professional knowledge(p <0.05). At last, we make recommendations based on the results of this study as a reference for teachers, schools and government.