A critical resource for inclusive education is ensuring that an effective curriculum is in place for preparing teachers. Reviewing an existing curriculum and revising it to meet this need is an important aspect of every teacher training institution. The purpose of this chapter is to investigate the effect of a revised Post-Graduate Diploma in Education programme on teachers’ pedagogical practice and knowledge transfer for inclusive education. Following completion of the programme, this was investigated from the perspective of teachers’ implementation of knowledge transfer to their teaching through various pedagogical strategies, classroom management and perceived personal awareness of student needs. In addition, teachers responded regarding the programme design. While strong support was found for the programme, significant differences were found, however, between teachers working in Chinese and English medium of instruction schools, age and teaching experience following participation in the programme. Implications are discussed within the context of responding to the new curriculum framework for formal education in Macao Special Administration Region, which promotes more inclusive schools. © 2021, Emerald Group Holdings Ltd. All rights reserved.
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