{"id":425507,"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=425507"},"modified":"2026-08-24T12:15:25","modified_gmt":"2026-08-24T04:15:25","slug":"an-analysis-of-teachers-perceptions-and-practices-of-self-directed-learning-in-general-studies-subject-in-a-macau-primary-school-a-case-study","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/an-analysis-of-teachers-perceptions-and-practices-of-self-directed-learning-in-general-studies-subject-in-a-macau-primary-school-a-case-study\/","title":{"rendered":"AN ANALYSIS OF TEACHERS&#8217; PERCEPTIONS AND PRACTICES OF SELF-DIRECTED LEARNING IN GENERAL STUDIES SUBJECT IN A MACAU PRIMARY SCHOOL: A CASE STUDY"},"content":{"rendered":"<p>&#8220;THIS STUDY EXAMINES MACAO PRIMARY SCHOOL TEACHERS&#8217; ATTITUDES TOWARD INCLUSIVE EDUCATION, COMPARING THREE GROUPS: INCLUSIVE TEACHERS, REGULAR TEACHERS, AND TRANSFERRED TEACHERS. USING INTERVIEWS, WE ANALYZED THEIR UNDERSTANDING, FEELINGS, AND TEACHING PRACTICES TO IDENTIFY KEY CHALLENGES AND OPPORTUNITIES FOR IMPROVEMENT. THE FINDINGS ARE DISCUSSED IN RELATION TO MACAO&#8217;S CURRENT INCLUSIVE EDUCATION POLICIES. KEY FINDINGS:(1)TEACHERS GENERALLY SUPPORTED INCLUSIVE EDUCATION BUT FACED SIGNIFICANT CHALLENGES. INCLUSIVE TEACHERS HAD THE BROADEST UNDERSTANDING BUT STRUGGLED WITH HEAVY WORKLOADS AND LIMITED RESOURCES. REGULAR TEACHERS SHOWED WEAKER AWARENESS AND OFTEN FELT UNPREPARED. TRANSFERRED TEACHERS OFFERED VALUABLE &#8220;&#8221;TWO-WAY INCLUSION&#8221;&#8221; PERSPECTIVES. (2) TEACHERS FELT DIFFERENTLY ABOUT INCLUSIVE EDUCATION: INCLUSIVE TEACHERS SUPPORTED THE IDEA BUT GOT TIRED FROM LACK OF HELP. REGULAR TEACHERS FELT LOST WITHOUT SUPPORT. TRANSFERRED TEACHERS HANDLED IT THE BEST. (3) INCLUSION TEACHERS AND TRANSFERRED TEACHERS TRIED SPECIAL TEACHING METHODS BUT LACKED TIME AND STAFF. REGULAR TEACHERS RARELY CHANGED THEIR TEACHING AND SOMETIMES SUGGESTED STUDENTS TRANSFER. (4) TWO MAIN THINGS AFFECTED TEACHERS&#8217; VIEWS: OUTSIDE FACTORS LIKE WEAK POLICIES AND LACK OF SCHOOL\/PARENT SUPPORT, AND INSIDE FACTORS LIKE HOW CONFIDENT AND EXPERIENCED TEACHERS FELT. MORE CONFIDENT TEACHERS HANDLED INCLUSION BETTER. THE STUDY HIGHLIGHTS THE NEED FOR BETTER RESOURCE ALLOCATION, TEACHER TRAINING, AND PARENT ENGAGEMENT. BY INCLUDING TRANSFERRED TEACHERS, IT PROVIDES NEW INSIGHTS FOR POLICYMAKERS. FUTURE RESEARCH SHOULD EXPAND PARTICIPATION AND COMBINE DIFFERENT RESEARCH METHODS TO DEEPEN UNDERSTANDING OF INCLUSIVE EDUCATION IMPLEMENTATION. 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2026","modified":"Updated on 24 8 \u6708, 2026"},"absolute_dates_time":{"created":"Posted on 21 8 \u6708, 2026 12:39 \u4e0a\u5348","modified":"Updated on 24 8 \u6708, 2026 12:15 \u4e0b\u5348"},"featured_img_caption":"","tax_additional":{"tnc_tax_19912":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/programme\/education\/\" class=\"advgb-post-tax-term\">EDUCATION<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">EDUCATION<\/span>"],"slug":"tnc_tax_19912","name":"PROGRAMME"},"tnc_tax_19818":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/language\/english\/\" class=\"advgb-post-tax-term\">ENGLISH<\/a>"],"unlinked":["<span class=\"advgb-post-tax-term\">ENGLISH<\/span>"],"slug":"tnc_tax_19818","name":"LANGUAGE"},"tnc_tax_19765":{"linked":[],"unlinked":[],"slug":"tnc_tax_19765","name":"SUPERVISOR(S)"},"tnc_tax_19716":{"linked":["<a href=\"https:\/\/library.usj.edu.mo\/zh\/faculty-research-unit\/school-of-education\/\" class=\"advgb-post-tax-term\">SCHOOL OF 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