Teacher Training and Professional Development

Faculty members actively contribute to enhancing the quality of education in Macao by providing professional development opportunities for in-service and pre-service teachers. These include structured training sessions, curriculum development for teacher education, and capacity-building workshops tailored to local classroom contexts.

A multi-year teacher training program, supported by external funding from a Macao-based charity, was designed to improve early childhood educators’ ability to conduct high-quality teacher-child interactions using an evidence-based framework (CLASS). The program targeted pre-service teachers and focused on developing competencies critical for inclusive and effective early learning environments.

Policy Consultation and Curriculum Development

The Center’s faculty offer research-based input for policy formulation and curriculum advancement in Macao. Their research findings are used to inform educational guidelines, assessment standards, and policy reforms at both early childhood and school education levels.

Research projects on the quality of preschool programs and their effects on children’s developmental outcomes were used to support consultations with Macao’s education authorities. The data generated from these studies helped shape discussions around curriculum revisions and quality assurance mechanisms for local early childhood education.

School-Based Interventions and Assessments

Through direct collaboration with Macao’s schools, faculty members design and implement evidence-informed interventions and evaluation studies. These school-based projects often involve on-site observation, assessment of classroom quality, and professional feedback to teachers and administrators.

A longitudinal study funded by the University of Macau evaluated the impact of classroom quality on child development across several local preschools. The findings provided tailored insights to each participating school, helping them identify areas for pedagogical improvement and refine their teaching practices.

Parent Education and Public Engagement

Faculty are committed to public service through the dissemination of parenting knowledge and educational strategies to the broader community. This is done via community lectures, parenting seminars, and workshops focused on promoting children’s learning, mental health, and well-being in the home environment.

Faculty participated in public parenting seminars held across Macao, where they shared accessible, research-informed strategies on topics such as language development, executive functioning, and emotional regulation, thereby empowering families to support their children’s growth more effectively.

Support for Special Needs and Inclusive Education

The Center prioritizes the inclusion of children with diverse learning needs by contributing to the advancement of special education and inclusive practices in Macao. Faculty develop and localize training materials, provide implementation support, and conduct assessments of inclusive teaching quality.

A specialized training module for preschool inclusion, adapted from internationally recognized resources, was developed and piloted in Macao. This initiative provided local educators and caregivers with culturally relevant strategies for supporting young children with disabilities in mainstream classrooms.

Contribution to Local Higher Education

Faculty enhances the educational landscape of Macao by mentoring local graduate students, supervising theses focused on regional issues, and encouraging student-led research with direct implications for practice. These efforts contribute to building a new generation of education professionals with strong academic and practical foundations.

Doctoral research projects focusing on classroom interventions, teacher development, and child outcomes have been conducted in Macao’s schools. These studies not only advance scholarly understanding but also offer participating institutions concrete recommendations for improving educational quality.