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This study explores the relationship between student teachers' beliefs and practices in early Chinese literacy instruction. Semi-structured interviews, classroom observation, and document analysis were conducted with six student teachers during their teaching practices. Findings indicated that the student teachers believed explicitly teaching literacy skills and imperceptible acquisition of literacy abilities through communication and meaning-making processes are essential in Chinese early literacy learning. However, they mainly taught Chinese literacy skills in their practices, which means the student teachers still needed to practice what they preached fully. The study suggests that possible reasons for the discrepancies include 'direct teaching' and 'rote learning' might be much easier for student teachers to design and conduct a lesson. Student teachers have limited abilities and experiences in conducting an ideal lesson, and the kindergarten curriculum and onsite supervisors highly influenced their teaching practices. The findings from this study suggested that more operational activities (such as designing lesson plans and conducting micro-teaching) should be used during pre-service training. Furthermore, the communication of educational beliefs between the university supervisor and the onsite supervisor should be strengthened.

Teaching methods are not enough in today's social environment. By studying the understanding and practice of innovative education by primary school teachers in Macao, we can find a direction to promoting educators' demand for educational innovation. This research aims to understand the attitudes of primary school teachers in Macao toward innovative education, as well as the feasibility and necessity of developing a creative curriculum, through in-depth interviews with the experiences and reactions of primary school teachers in Macao. Simultaneously, encourage primary school teachers in Macao to implement effective and innovative educational methods so that Macao society can rethink the importance of educational innovation. The significance of the research lies in improving teachers' awareness of educational innovation and promoting teachers' understanding of education. In education, innovation includes new teaching theories, methods, techniques, and resources. Therefore, the education innovation is to think about things creatively, and innovation is to do creative things. By interviewing eleven local primary school teachers in Macau, we learned their views on innovative education teaching methods. Although, a limitation of the study is that only a few faculty members were selected, which may not represent the entire primary teacher in Macau. The study draws four main conclusions, the first of which is the view of primary teacher in local education, it can know that Macao primary school teachers understanding and cognition of educational innovation. Though of understanding of Macau’s primary teacher’s attitude in innovation teaching, which can find the feasibility of innovation teaching in Macau. At the same time, understanding of the impact factor in Macau innovation education, it clarifies the main challenging of primary teacher practice innovation teaching in Macau. On the other hand, thought of understanding of teacher’s attitude, we can more understanding the real situation in Macau’s educational innovation and encourage the teacher promoted educational innovation in Macau

"Abstract The core concept of drama education is the integration and int- ernalization of experience. In the empirical content of the improvis- ational drama, it lays a profound foreshadowing for future life prac- tice through different physical behaviors and facial perceptions. Through drama education, children with autism spectrum disorder can be emotionally adjusted. Emotional and social behavior is essent- ial for children with autism spectrum disorders. The use of improvis- ational drama to study children's emotions with autism spectrum diso- rders is not yet found in Macau. Therefore, this study aimed to inve- stigate the intervention strategies for children with autism spectrum disorders through improvisational drama to fill the research gap. A case study of emotional interventions as a ten-day improvisa- tional drama with an autism spectrum disorder in Macau. The following findings were obtained: 1. The study found that improvisational drama was used to address the theoretica deficits of the mind of children with autism spectrum disorders. 2. Improvisational drama supports the understanding of self-emotions in children with autism spectrum disorder with positive behavior. 3. Shared attention cultivated by improvisational drama can develop social interaction behavior. 4. The improvisational drama techniques can deal with children with autism spectrum disorder and peer conflict. Based on these results, the researcher identified three main is sues in the use of improvisational drama to deal with the emotions of VII children with autism spectrum disorders in Macau: 1. The relative lack of knowledge on the use of improvisational drama as a strategy to support children with autism in Macau. 2. The number of hours and sessions of the Macao training course is too small to be satisfied with frontline teachers' use of improvi- sational drama to provide quality teaching to children with an au- tism spectrum disorder. 3. Failing to understand the emotional needs of children with autism frontline teachers must practice improvisational drama teaching, failing to understand it’s core subjects in depth. Therefore, researchers on the emotions of children with an aut- ism spectrum disorder in improvisational drama. The proposal is divi- ded into three main areas, which are proposed to the government, sch- ools, and teachers: I. Suggestions to the government: 1. Improve the special education policy 2. Increase the number of training courses II. Suggestions for schools: 1. Increase the teaching content of the curriculum for children wi- th autism spectrum disorders III. Suggestions for teachers: 1. Children should lead the curriculum with autism spectrum disord- ers. 2. The curriculum should enhance the cooperation between children VIII with autism spectrum disorders and their peers. This study has identified feasible intervention strategies to he- lp further improve the Macau government's special education policy. The study also aims to help schools to adapt their teaching cont- ents better to suit the needs of children with autism spectrum disord ers. Finally, the study aims to provide teachers with a better unders- tanding of the characteristics and social-emotional behaviors of ch- ildren with autism spectrum disorders to help each other practice education effectively. Only one child with autism spectrum disorder were studied in Mac- ao. As a result, this study failed to represent all children in Macao in practicing emotional interventions in improvisational drama. This study aimed to promote -improvisational comedy strategies in Macau to help children with aut-ism spectrum disorders to understand and expre ss their emotions appr-opriately. It is also expected that the Macau SAR government will re-cognize the importance of drama education for children with autism spectrum disorders and develop policies and ada- pt the content of the curriculum framework to enable the effective i- mplementation of drama education in teaching emotions to children wi- th autism spectrum disorders."