{"id":425506,"date":"2026-08-21T00:39:13","date_gmt":"2026-08-20T16:39:13","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425506"},"modified":"2026-08-24T12:15:25","modified_gmt":"2026-08-24T04:15:25","slug":"%e6%8e%a2%e8%a8%8e%e5%a4%9a%e6%84%9f%e5%ae%98%e6%95%99%e5%ad%b8%e8%aa%b2%e7%a8%8b%e5%b0%8d%e4%b8%89%e5%b9%b4%e7%b4%9a%e5%ad%b8%e7%94%9f%e5%ad%b8%e7%bf%92%e8%aa%9e%e6%96%87%e7%9a%84%e8%a8%98%e6%86%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%8e%a2%e8%a8%8e%e5%a4%9a%e6%84%9f%e5%ae%98%e6%95%99%e5%ad%b8%e8%aa%b2%e7%a8%8b%e5%b0%8d%e4%b8%89%e5%b9%b4%e7%b4%9a%e5%ad%b8%e7%94%9f%e5%ad%b8%e7%bf%92%e8%aa%9e%e6%96%87%e7%9a%84%e8%a8%98%e6%86%b6\/","title":{"rendered":"\u63a2\u8a0e\u591a\u611f\u5b98\u6559\u5b78\u8ab2\u7a0b\u5c0d\u4e09\u5e74\u7d1a\u5b78\u751f\u5b78\u7fd2\u8a9e\u6587\u7684\u8a18\u61b6\u4fdd\u7559\u4e4b\u5f71\u97ff"},"content":{"rendered":"<p>THIS STUDY AIMS TO EXPLORE THE EXPERIENCES OF KINDERGARTEN STUDENT TEACHERS IN INCLUSIVE CLASSROOMS, PARTICULARLY ANALYZING THE CURRENT STATE OF TEACHER TRAINING PROGRAMS FOR INCLUSIVE EDUCATION IN MACAU. THE RESEARCH QUESTIONS FOCUS ON SEVERAL ASPECTS: THE MAIN CHALLENGES AND DIFFICULTIES FACED BY KINDERGARTEN STUDENT TEACHERS IN INCLUSIVE SETTINGS, THE STRENGTHS AND WEAKNESSES OF THE EXISTING TRAINING PROGRAMS, AND HOW THESE TEACHERS APPLY THEIR LEARNED KNOWLEDGE IN REAL TEACHING ENVIRONMENTS. THE RESEARCH EMPLOYS A QUALITATIVE APPROACH, UTILIZING SEMI-STRUCTURED INTERVIEWS AND DOCUMENT ANALYSIS TO EXAMINE THE EXPERIENCES OF KINDERGARTEN STUDENT TEACHERS. IT SPECIFICALLY INVESTIGATES THE INCLUSIVE EDUCATION TEACHER TRAINING AT THE UNIVERSITY OF MACAU AND UNIVERSITY OF SAINT JOSEPH, AIMING TO UNDERSTAND THE CURRENT IMPLEMENTATION AND CHALLENGES. THE FINDINGS INDICATE THAT KINDERGARTEN STUDENT TEACHERS ENCOUNTER MULTIPLE CHALLENGES IN INCLUSIVE CLASSROOMS, INCLUDING DIFFICULTIES IN DESIGNING TEACHING CONTENT, INSUFFICIENT TEACHING STRATEGIES, ON-SITE DILEMMAS AND PRESSURES, AND INADEQUATE SUPPORT SYSTEMS. SPECIFICALLY, STUDENT TEACHERS COMMONLY REPORT CHALLENGES IN BALANCING THE LEARNING NEEDS OF BOTH REGULAR AND SPECIAL NEEDS STUDENTS WHEN DESIGNING CURRICULA, PARTICULARLY LACKING EFFECTIVE RESPONSE STRATEGIES IN UNEXPECTED SITUATIONS. FURTHERMORE, THE LACK OF RESOURCE SUPPORT AND IMMEDIATE GUIDANCE CONTRIBUTES TO FEELINGS OF ISOLATION AND INCREASED STRESS DURING THE TEACHING PROCESS. REGARDING THE CURRICULUM CONTENT, INTERVIEWED STUDENT TEACHERS GENERALLY FIND THE TRAINING RICH, COVERING INCLUSIVE EDUCATION CONCEPTS, CHARACTERISTICS AND CLASSIFICATIONS OF STUDENTS WITH SPECIAL EDUCATIONAL NEEDS \uff08SEN\uff09, CLASSROOM MANAGEMENT, INDIVIDUALIZED EDUCATION PROGRAMS \uff08IEP\uff09, AND INTERNATIONAL CASE STUDIES OF INCLUSIVE EDUCATION. HOWEVER, THEY ALSO POINT OUT THAT THE CURRICULUM IS OVERLY THEORETICAL, LACKING PRACTICAL EXERCISES AND SIMULATIONS, WHICH LEAVES THEM FEELING UNPREPARED FOR REAL INCLUSIVE SITUATIONS. THEY SUGGEST THAT THE CURRICULUM SHOULD BETTER ALIGN WITH PRACTICAL NEEDS BY INCORPORATING MORE FIELD OBSERVATIONS, SITUATIONAL SIMULATIONS, REAL CASE ANALYSES, AND PARTICIPATION FROM CROSS-DISCIPLINARY MENTORS. ADDITIONALLY, THE STUDY REVEALS THAT WHILE KINDERGARTEN STUDENT TEACHERS CAN EFFECTIVELY APPLY TOOLS SUCH AS VISUAL PROMPTS, FLASHCARDS, AND REINFORCERS IN THEIR TEACHING, MOST EXPRESS THAT APPLYING THEIR KNOWLEDGE OFTEN REQUIRES REPEATED TRIALS AND ADJUSTMENTS. THERE IS A WIDESPREAD DEMAND FOR ONGOING LEARNING, WITH STUDENT TEACHERS HOPING TO PARTICIPATE IN ADVANCED COURSES, OBSERVE DEMONSTRATION CLASSES, AND RECEIVE IMMEDIATE TEACHING ADVICE AND PSYCHOLOGICAL SUPPORT. THE RESULTS OF THIS STUDY EMPHASIZE THE IMPORTANCE OF TEACHER TRAINING IN ENHANCING KINDERGARTEN STUDENT TEACHERS&#8217; ABILITIES TO ADDRESS THE CHALLENGES OF INCLUSIVE EDUCATION. FUTURE TRAINING PROGRAMS SHOULD FOCUS MORE ON PRACTICAL TRAINING AND PROVIDE ADEQUATE RESOURCE SUPPORT AND IMMEDIATE GUIDANCE TO HELP STUDENT TEACHERS BETTER UTILIZE THEIR PROFESSIONAL SKILLS IN INCLUSIVE EDUCATIONAL ENVIRONMENTS. BY STRENGTHENING PRACTICAL EXERCISES, PROMOTING CROSS-DISCIPLINARY COLLABORATION, AND ESTABLISHING SUPPORT SYSTEMS, THE CONFIDENCE AND CAPABILITIES OF KINDERGARTEN STUDENT TEACHERS CAN BE EFFECTIVELY ENHANCED, THEREBY IMPROVING THE QUALITY AND SUSTAINABILITY OF INCLUSIVE EDUCATION. 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