{"id":425457,"date":"2026-08-21T00:39:07","date_gmt":"2026-08-20T16:39:07","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425457"},"modified":"2026-08-24T12:15:38","modified_gmt":"2026-08-24T04:15:38","slug":"a-study-on-the-professional-awareness-and-attitudes-of-the-post-90s-new-generation-early-childhood-education-teachers-in-macau-inclusive-education","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/a-study-on-the-professional-awareness-and-attitudes-of-the-post-90s-new-generation-early-childhood-education-teachers-in-macau-inclusive-education\/","title":{"rendered":"A STUDY ON THE PROFESSIONAL AWARENESS AND ATTITUDES OF THE POST 90S NEW GENERATION EARLY CHILDHOOD EDUCATION TEACHERS IN MACAU INCLUSIVE EDUCATION"},"content":{"rendered":"<p>THE PURPOSE OF THIS STUDY IS TO UNDERSTAND THE PROBLEMS AND EXPERIENCES OF MACAO&#8217;S REGULAR CLASSROOM PRE-SCHOOL TEACHERS IN TEACHING AND COUNSELING CHILDREN WITH SPECIAL NEEDS, IN ORDER TO FURTHER EXPLORE THE PROFESSIONAL GROWTH AND DEVELOPMENT PROCESS OF REGULAR CLASSROOM PRE-SCHOOL TEACHERS IN THE ORIENTATION OF INTEGRATED EDUCATION.\u00a0 \u00a0 THIS STUDY ADOPTS A QUALITATIVE NARRATIVE RESEARCH METHODOLOGY, USING SEMI-STRUCTURED IN-DEPTH INTERVIEWS AND TEXTUAL DATA COLLECTED FROM THE RESEARCH PARTICIPANTS&#8217; RESEARCH JOURNALS AND TEACHING DIARIES TO ANALYZE THE STORIES RELATED TO THE THREE PRESCHOOL TEACHERS IN THE EDUCATIONAL FIELD, AND ACCORDING TO THE RESULTS OF THE DATA ANALYSIS WERE AS FOLLOWING: 1.\u00a0 \u00a0 \u00a0 \u00a0 THE PROFESSIONAL GROWTH AND DEVELOPMENT OF THE THREE TEACHERS IN PRE-SCHOOL INTEGRATION, FROM NOVICE TEACHERS TO PROFESSIONAL TEACHERS, NEED TO GO THROUGH A LONG PERIOD OF EXPLORATION AND ADAPTATION, WHERE TEACHERS CONTINUE TO REFINE THEIR PROFESSIONAL KNOWLEDGE AND TEACHING SKILLS TO COPE WITH THE CHALLENGES OF PROBLEMS IN THE EDUCATION PROCESS, BUT THE PROGRESSION FROM PROFESSIONAL TO EXPERT TEACHERS IS AFFECTED BY BOTH INTERNAL AND EXTERNAL FACTORS, THAT TEACHERS ARE UNABLE TO MAKE THE TRANSITION INTO IT. 2.\u00a0 \u00a0 \u00a0 \u00a0 THE THREE TEACHERS&#8217; DILEMMAS ARE AT DIFFERENT STAGES. IT WAS FOUND THAT AMONG THE FOUR MAJOR DILEMMAS FACED BY THE TEACHERS, THERE WERE TEACHING, CLASSROOM MANAGEMENT, SUPPORT SYSTEM AND PROFESSIONAL KNOWLEDGE IN IE, AND AMONG THEM, THE SUPPORT SYSTEM AND PROFESSIONAL KNOWLEDGE IN IE WERE THE ONES THAT THE TEACHERS CONSIDERED THE MOST DESIRABLE TO GET IN ORDER TO HAVE GOOD CONDITIONS FOR IMPLEMENTING IE IN ORDINARY CLASSES. 3.\u00a0 \u00a0 \u00a0 \u00a0 THIS STUDY SUGGESTS THAT TEACHERS NEED TO BE ABLE TO ADAPT THEIR MINDSET TO FACE DIFFERENT CHALLENGES AT WORK. ACTIVE ENHANCEMENT OF IE KNOWLEDGE TO COPE WITH VARIOUS EDUCATIONAL ISSUES; SCHOOLS SHOULD ASSIST TEACHERS IN THE IMPLEMENTATION OF IE AND ACT AS A BRIDGE BETWEEN PARENTS AND TEACHERS. DEFINE THE DEVELOPMENT INTENTION OF THE SCHOOL SO AS TO ESTABLISH A CLEAR DIRECTION AND AVOID INTERNAL CONFUSION; GOVERNMENT NEEDS TO CONSIDER THE EXTENSION OF THE POLICY TO SAFEGUARD THE LEARNING RIGHTS OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS (PUPILS WITH SPECIAL EDUCATIONAL NEEDS). PROMOTE THE CONCEPT OF IE IN THE COMMUNITY SO THAT IT CAN BE WIDELY RECOGNIZED BY THE PUBLIC, THEREBY GAINING MORE SUPPORT. THERE MUST BE A COMPREHENSIVE TRAINING AND CONTINUOUS GROWTH AND DEVELOPMENT FOR IE TEACHERS, IN ORDER TO ESTABLISH A CLEAR AND STANDARDIZED\u00a0 CURRICULUM. 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