International Association of Educators   |  ISSN: 1308-951X

Original article | International Journal of Research in Teacher Education 2022, Vol. 13(2) 1-14

The Itinerant Teacher in Macau: Cultural Issues, Challenges, & Conflicts

Chris Forlin & Monie Mei Chan Cheang

pp. 1 - 14   |  Manu. Number: MANU-2112-04-0001

Published online: June 30, 2022  |   Number of Views: 56  |  Number of Download: 285


Abstract

Macau SAR is adopting an inclusive approach to education for learners with special needs. To support this approach, itinerant support services were first introduced by the Macau Government in the 2010/2011 academic year through the provision of itinerant teachers. From a small number of three teachers initially, the service now involves 30 teachers. Their expected role is to support inclusive education by assisting regular schoolteachers in adjusting their teaching for students with special needs. A hermeneutic phenomenological approach was employed to examine the IT program in supporting the implementation of inclusive education in Macau. The findings present a comprehensive review of the service from the perspective of 93% of the itinerant teachers. Focus group interviews identified challenges, conflicts, and cultural issues they reportedly encounter in undertaking their role which need addressing if the service is to be sustainable and effective. These include school expectations, minimal understanding of and commitment to inclusive education, policy, and the need for greater flexibility, together with role conflict and adaptation to the diverse cultural situation. Discussion focuses on a range of recommendations and potential future directions for enhancing the itinerant teacher model in Macau.

Keywords: Macau SAR, education, inclusion, itinerant support teacher, special education needs, collaboration


How to Cite this Article?

APA 6th edition
Forlin, C. & Cheang, M.M.C. (2022). The Itinerant Teacher in Macau: Cultural Issues, Challenges, & Conflicts . International Journal of Research in Teacher Education, 13(2), 1-14.

Harvard
Forlin, C. and Cheang, M. (2022). The Itinerant Teacher in Macau: Cultural Issues, Challenges, & Conflicts . International Journal of Research in Teacher Education, 13(2), pp. 1-14.

Chicago 16th edition
Forlin, Chris and Monie Mei Chan Cheang (2022). "The Itinerant Teacher in Macau: Cultural Issues, Challenges, & Conflicts ". International Journal of Research in Teacher Education 13 (2):1-14.

References

    Ainscow, Slee, & Best (2019) Editorial: the Salamanca Statement: 25 years on, International Journal of Inclusive Education, 23(7-8):671-676.

    Chambers, D. (2015). The changing nature of the roles of support staff. Working with teaching assistants and other support staff for inclusive education. International Perspectives on Inclusive Education, 4, 3-25. https://doi.org/10.1108/S1479-363620150000004001

    Chiu, C.-C. (2019). 臺北市學前巡迴輔導老師及學前分散式資源班老師和特殊教育相關專業人員共事現況之調查研究。國立臺灣師範大學特殊教育學系碩士論文 [A study on the current situation of itinerant teachers and resource room teachers of preschools to cooperate with special education], Related service professionals in Taipei City. https://hdl.handle.net/11296/5u5a8n

    Coflan, A., Ragatz, A., Hasan, A., & Pan, Y. (April, 2018). Understanding effective teaching practices in Chinese classrooms: Evidence from a pilot study of primary

    Correia, A. M., Teixeira, V., Monteriro, M., & Kuok, A. C. H. (2016). Inclusive education in Macao: Teachers’ perceptions and attitudes. University of Saint Joseph Faculty of Psychology and Education.

    Dinnebeil, L., Pretti-Frontczak, K., & McInerney, W. (2009). A consultative itinerant approach to service delivery: Considerations for the early childhood community. Language, Speech, And Hearing Services In Schools, 40, 435-445. Doi: 10.1044/0161- 1461(2008/08-0028)

    Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286-294.

    Forlin, C. & Sin, K. (2010). Developing support for inclusion: A professional learning approach for teachers in Hong Kong. Journal of Whole Schooling, 6 (1), pp. 7-26.

    Forlin, C. (2011). From special to inclusive education in Macau (SAR). International Journal of Inclusive Education, 15(4), 433-443. Doi: 10.1080/13603110903079516

    Forlin, C. (2013). Changing paradigms and Future directions for implementing inclusive education in developing countries, Asian Journal of Inclusive Education, 1(2), 19-32.

    Forlin, C. (2019). Teacher Education and Inclusion in the Asia-Pacific region. In Jo Lambert (Ed.) The Oxford Research Encyclopedia of Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.ORE_EDU-00570.R1

    Gallagher, T. L., & Bennett, S. M. (2018). The six “p” model: Principles of coaching for inclusion coaches. International Journal of Mentoring and Coaching in Education, 7(1), 19-34. https://doi.org/10.1108/IJMCE-03-2017-0018

    Government of the Macao Special Administrative Region Education and Youth Development Bureau. (2019). General survey of education in figures. https://portal.dsedj.gov.mo/webdsejspace/internet/Inter_main_page.jsp?id=8525

    Governo da Região Administrativa Especial de Macau. (1996). 33/96/M號法令 特殊教育制度(已廢除) [Decree No. 33/96/M Special Education Regime(Abolished)] https://bo.io.gov.mo/bo/i/96/27/declei33_cn.asp

    Governo da Região Administrativa Especial de Macau. (2006). 9/2006/M號法律 非高等教育制度綱要法 [Law No. 9/2006. Fundamental Law of Non-tertiary Education System]. Retrieved May 12, 2021 from https://bo.io.gov.mo/bo/i/2006/52/lei09_cn.asp

    Governo da Região Administrativa Especial de Macau. (2020). 29/2020號行政法規特殊教育制度 [Regulation Law No. 29/2020 Special education regime].  https://bo.io.gov.mo/bo/i/2020/30/regadm29_cn.asp#29

    Helvi, K., Kristina M., & Maria, K. (2020). Inductive Content Analysis. The Application of Content Analysis in Nursing Science Research p 13-21. https://doi.org/10.1007/978-3-030-30199-6

    Hunt, P . F. (2020). Inclusive education: Children with disabilities. Background paper prepared for the 2020 Global Education Monitoring Report. United Nations Educational, Scientific and Culture Organization. https://www.academia.edu/43423795/Inclusive_education_Children_with_disabilities

    Monfore, D. M., Lynch, J., & Erickson, M. (2015). Paraeducator voices on inclusive education. Working with teaching assistants and other support staff for inclusive education. International Perspectives on Inclusive Education, 4, 95-116. https://doi.org/10.1108/S1479-363620150000004008

    Monteiro, E., Kuok, A. C. H., Correia, A. M., Forlin, C., & Teixeira, V. (2018). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1514762

    Morrison & Tang, 2002, pp.293-4

    Morrison, K. (2013). Theories of educational research. In M. Brundrett & C. Rhodes (Eds.), Researching educational leadership and management (Ch. 2). Sage Publications Ltd.

    Patton, M. Q. (2002). Qualitative research and evaluation methods. Qualitative Research and Evaluation Methods, 5(3), 299-301. https://doi.org/10.1002/0470013192.bsa514

    Slee, R. (2019). Belonging in an Age of Exclusion. International Journal of Inclusive Education, 23(9), 909-922.

    Teixeira, V., Correia, A., Monteiro, E., Kuok, A. C. H., & Forlin, C. (2017). Placement, inclusion, law and teachers’ perceptions in Macao’s schools. International Journal of Inclusive Education, 22(1), 1-19. https://doi.org/10.1080/13603116.2017.1414318

    Tong, C. M. (2015). 融合教育師資奇缺 (The shortage of inclusive education teachers).澳門日報(Macau Daily 26 May). Retrieved from https://www.cyberctm.com/zh_TW/news/detail/733933#.YQviUI4zY2w

    Tong, C. M., Ng, K. C., & Chiu, W. C. (2017) 澳門融合教育發展現狀之質性研究. 現代特殊教育 [Qualitative research on the status of inclusive education development in Macao]. A journal of Modern Special Education, 4, 76-78. http://www.in853.com/upload_files/homepage/down/30379_20171112131144_vti7s.pdf

    UNESCO. (2008). Inclusive education: The way of the future. Forty-eighth session, International Conference Centre, Geneva. http://www.ibe.unesco.org/fileadmin/user_upload/Policy_Dialogue/48th_ICE/CONFINTED_48-3_English.pdf

    Van Manen, M. (1990). SUNY series, the philosophy of education: Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press.

    Wang F. Y., & Zheng, H. (2015) Zhhongguo wenhua xinlixue (Chinese Cultural Psychology). Guangzhou: Jinan University Press.

    Zygadlo, P. & Jiaotong, X. (2020). Face and authority: Cultural challenges of teaching in China. IAFOR Journal of Cultural Studies, 5(2), 69-82.