Short Bio
Dr. Van Man Isabel TCHIANG is an Associate Professor at the University of Saint Joseph (USJ), where she serves as the Centre Director of the Teachers' Professional Development Centre and Acting Dean of the School of Education. With a distinguished academic background, she holds a Bachelor’s degree in Biology (minor in Chemistry) from the State University of New York, College at Brockport, USA, and earned her Master’s and Doctoral degrees in Education from the Inter-University Institute of Macau (IIUM), graduating with Magna Cum Laude honors and receiving the Macau Foundation Full Scholarship for her PhD studies.
A dedicated educator with over two decades of experience, Dr. Tchiang began her career as a secondary teacher before transitioning into leadership roles, including training initiatives within Macao S.A.R. government departments. Since joining USJ in 2013, she has taught undergraduate and postgraduate courses while leading research on education policy, teacher behavior and perceptions, professional training, parental involvement, and school collaboration. Since 2015, she has directed projects funded by the Macao Foundation, including recent work on Macao’s Education Reform.
Committed to advancing educational excellence, Dr. Tchiang focuses on fostering teacher development, implementing innovative teaching strategies, and strengthening community engagement through research and collaboration.
Publications
Funded Projects: （Team leader for the Macau Foundation funded project）
2020 Implementation of STEM activities in a Macao primary school
2018 Secondary teachers’ attitudes toward curriculum reform in Macau
2017 Kindergarten and primary teachers’ attitudes toward curriculum reform in Macau
2016 Grade Retention in Macau: Teachers’ Believes and Attitudes
Articles in refereed journals:
Isabel Tchiang, V.M. (2017). Teachers' Perspective on the Macao Education Reform Policy. PEOPLE: International Journal of Social Sciences, 3(2), 1309-1322.
Edited book:
Tchiang, V.M.I. (Ed.). (2025). General Studies supplementary notes: Empowering teaching and learning in Macau (An English Resource for Macau’s Educational Context). USJ Press.
Original chapters in edited books, with greater emphasis to scholarly books:
Moura, A. & Tchiang, V. M. (2025). Curipod's Artificial Intelligence Assistant in the Proofreading Process: An Exploratory Study. In F. Moreira & R. Teles (Eds.), Improving Student Assessment With Emerging AI Tools (pp. 143-168). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-6170-2.ch006
Correia, A., & Tchiang, V.M. (2019). Principal Perspective. In D. Couzens, A. M. Correia, & K. L. C. Ho (eds.), Perspectives on Inclusion, pp. 38-49. Macau Foundation.
Papers presented in academic or professional symposiums or included in the proceedings of such conferences：
Tchiang, V. M. I. (2025). Understanding Student Perceptions: The Effectiveness of Formative and Summative Assessments in Higher Education. Paper presentation at Paris – International Conference on Educational and Instructional Technology (ICEIT - 25), Paris, France.
Tchiang, V. M. I. (2024). The investigation of multiple, formative and summative assessment in Macau education. Online presentation at the London – International Conference on Social Science & Humanities, London, United Kingdom.
Tchiang, V. M. I. (2024). Respect, inclusion, innovation: The spirit of education in Macau and teacher professional development. Paper presented at the Ministry of Education Educators' Spirit Tour (Hong Kong and Macau Station) and Academic Seminar on Teacher Ethics and Professional Conduct in the Guangdong-Hong Kong-Macau Greater Bay Area, Macau, China. S.A.R.
Tchiang, V.M.I. (2024). Teachers’ perspective on the Macau Education Policy of Assessment. Paper presented at the SSHRA 2024 – Social Science & Humanities Research Association Conference, Tokyo, Japan.
Qi, X., Serra, S. & Tchiang, V.M.I. (2024). Factors Influencing the Implementation of Formative Assessment as Perceived by Music Teachers: A Mixed Method Research in Macao. Paper presented online at The 11th European Conference on Education (ECE), London, United Kingdom.
Tchiang, V.M.I. (2023). Impact of Curriculum Reform on Macau Infant Education. Paper presented at the Seminar of Professional Exchange Program in Early Childhood Education, Hong Kong, China.
Tchiang, V. M. I. (2022). Exploring project-based learning and a collaborative teaching practice in Macau primary school. Paper presented online at The 10th European Conference on Education (ECE), London, United Kingdom.
Ge, R. & Tchiang, V. M. I. (2020). School-based curriculum of moral and civic education in Macau religious schools. Paper presented at the 2nd Summit of Hong Kong – Macao Youth Education and Development, Guangzhou, China.
Tchiang, V. M. I. (2019). The Challenges for Teachers on the Implementation of Education Reform Policy in Macao. Paper presented at ISER-735th International Conference on Education and Social Science (ICESS-2019), Seoul, South Korea.
Monteiro, E. & Tchiang, I. (2017). English language teaching in five local secondary schools in Macau. Paper presented at the 9th International Conference of Language, Literature, Culture and Education, Bangkok, Thailand.
Tchiang, I. (2016). Teachers’ Perspective and Behavior on Macau Education–Why do they want to be teachers? Paper presented at the XVI World Congress of Camparative Education Socities, Beijing, China.
Tchiang, V. M. I., Monteiro, E., Lopes, C. & Found, A. (2016). Grade retention in Macau: teachers’ beliefs and attitudes. Paper presented at the Asian Conference on Education, Kobe, Japan.
Tchiang, V. M. I. (2010). Teacher Development in Correlation to Parental Involvement in Macau. Paper presented at the 2nd East Asian International Conference on Teacher Education Research, Hong Kong, China. S.A.R.
Tchiang, V. M. I. (2006). The Impact of Powerful Economic Forces on Macao’s Secondary Schools: A Complexity Theory Perspective. Paper presented at the APERA The Asia-Pacific Educational Research Association – International Conference 2006, Hong Kong, China. S.A.R.
Modules
Year 1 Bachelor
This module is an introduction to educational foundations and an examination of challenges and realities of teaching in a changing world. Specifically, it will examine critically UNESCO’s World Education Report – Teachers and Teaching in A Changing World. The goal is to develop critical reflection skills by examining the components of the varied proposals.
This course attempts to cast light on the relationship between education and society by examining how schools and schooling are contributing to produce and are products of social structures, social stratification, institutions and practices. Students will develop an understanding of the role that education plays in promoting social mobility as well as social reproduction. The central topics to be covered are social class and social inequalities, race, ethnicity, gender, school opportunities and school choice. A variety of theoretical and empirical studies in the area of sociology of education will be analyzed.
Year 2 Bachelor
This course is an introduction to the study of children in families, and the larger communal and national context in which they operate. We first trace the historical development of the modern family, map cross-cultural familial differences, and study variations in child status. We analyze the joint responsibility of the family and the Welfare State for children's well-being, development, and protection. We then focus on differences in family functioning and community context and on the corresponding childhood experience and adult life course.
This course is an introduction to the study of children in families, and the larger communal and national context in which they operate. We first trace the historical development of the modern family, map cross-cultural familial differences, and study variations in child status. We analyze the joint responsibility of the family and the Welfare State for children's well-being, development, and protection. We then focus on differences in family functioning and community context and on the corresponding childhood experience and adult life course.
This course is an introduction to the study of children in families, and the larger communal and national context in which they operate. We first trace the historical development of the modern family, map cross-cultural familial differences, and study variations in child status. We analyze the joint responsibility of the family and the Welfare State for children's well-being, development, and protection. We then focus on differences in family functioning and community context and on the corresponding childhood experience and adult life course.
This course examines contemporary cultures of childhood and how they have been shaped by changes in family structure, material conditions and a range of environmental factors that have an impact on children’s lives.
Year 3 Bachelor
This module will focus on the basic general and social studies curriculum covered in Chinese-language primary schools in Macau. Once students have become familiar with the content and structure of the social (general) studies curriculum in Macau as well as an appreciation of its general learning aims. Students will then learn suitable approaches to teaching and assessing the aims of the curriculum as well as fostering pupils sense of civic responsibility as citizens of Macau. Finally, the curriculum in Macau will be evaluated contrastively with related curricular in other regions and countries.
The module will introduce appropriate pedagogies to develop lower primary students awareness of general studies, mainly through hands-on activities, problem-solving, exploration, student enquiry, observation and discovery. Students will become familiar with the organisation and content of the general knowledge curriculum covered in the first three years of primary education. In addition, students will develop the skills needed to design lesson plans for primary general studies classes which incorporate suitable teaching methodolgies and assessment for a diversity of learners at primary level. Finally, students will compare and analyse a range of international perspectives on general studies education.
This module connects with and builds upon the module general studies in Primary Education I, however with the focus on the upper primary curriculum. The module will introduce appropriate pedagogies to develop young learners awareness of general studies, mainly through hands-on activities, problem-solving, exploration, student enquiry, observation and discovery. Students will become familiar with the structure and content of the general knowledge curriculum covered in the final three years of primary education. In addition, students will develop the skills needed to design lesson plans for upper primary general studies classes which incorporate suitable teaching methodolgies and assessment for a diversity of learners at primary level. Finally, students will compare and analyse a range of international perspectives on general studies education.
Year 4 Bachelor
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
This module explores the demands and conventions of academic reading and writing. Students will develop the skills needed to master academic writing in scientific areas. They will learn how to analyse and synthetise information from several sources and how to apply critical reading and writing skills. In addition students will learn how to identify and avoid plagiarism in their own writing. Academic reading and writing exercises are central to the module.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
This subject aims to introduce different literary genres. Students are expected to be conversant with some of the most pertinent literature of and for our times. Even though we disavow the relative merits of fixed lists of works considered classics, we do affirm the intrinsic value of communal reading and theorizing. Reading lists will be defined and evolve through proposals from faculty and students.
Students will first gain an appreciation of the importance of science in shaping modern society, and the importance of effective science education. Then the structure and organisation of the Macau science curriculum will be explored and appropriate subject-specific techniques for teaching, learning and assessment will be considered. Students will also learn about the resources and tools available to enhance primary science education and how best to develop a scientific ways of thinking in young learners.
Year 1 Diploma
這個課程讓學生對某一課題作出相應的策劃、開發和評估，從而對整體課程作評估以及政策分析。課程介紹了一些重要的問題，課程規劃與發展模式。並延伸考慮課程規劃，確定課程的宗旨和目標，選擇和組織內容以及其他學習資源，以配合不斷變化和發展的課程。此外，還會對整體課程規劃作考察；評估和記錄，並對不同標準的時間框架，從長遠規劃，至每週，或每天作具體的備課。好讓對評估學生在學習上有更好的技能和能力的知識。
這個課程介紹學校和課程的管理和領導上的問題，且包括項目管理和領導的互補性和目的，並探討他們的影響團體動力，角色，規範，權威，積極協作和變革的關係。學生通過課程將學會管理和領導的策略，並認識一所學校內不同層次的空間和其集體創作。
這個課程介紹不同類型的家長和社區參與教育及其依據的原則。課程並說明家長及社會各界應充分參與教育，與各方互補並作出適當的支持。課堂教學的實踐和反饋有關家庭、學校與社區的聯繫，交流和發展。並了解父母的權利和義務、教師的義務和責任、家長的法律和道義。此外，認識家長和社區參與的困難，和社區發展的介紹，讓學校、社區和家庭能發展夥伴的關係。
這個課程將介紹嬰幼兒及其對教與學習相關的發展心理學的相關理論，以及以不同的策略支持和提高嬰幼兒在社會、情緒、心理和認知的技能。課程將探討一系列與兒童有關的心理和教育發展。學生將學習如何識別嬰幼兒之學習困難，以及如何與他人合作，讓所有的嬰幼兒可充分發揮其學習潛力。
這個課程將介紹嬰幼兒及其對教與學習相關的發展心理學的相關理論，以及以不同的策略支持和提高嬰幼兒在社會、情緒、心理和認知的技能。課程將探討一系列與兒童有關的心理和教育發展。學生將學習如何識別嬰幼兒之學習困難，以及如何與他人合作，讓所有的嬰幼兒可充分發揮其學習潛力。
This module examines different models of parental and community involvement in education and the principles on which they are based. The module takes as its starting point the view that parents and the community should be fully involved in education and vice versa, and that all parties may need support for this. The nature of home school and community liaison, communication and development is addressed, as is classroom practice and feedback. Parents’ rights and obligations are addressed, as are teachers’ obligations and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement are addressed, and community development practices are introduced, which render the boundaries between schools, community and home permeable.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and the university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice.
Year 1 Master
本課程提供學生一個對於澳門社會、人口及經濟發展的全面概覽。學生透過課程能認識到澳門作為東西文化交匯處的定位，以及該定位如何影響到澳門的教育及其相關政策。
教育之目的、結果和意義分析乃課程重點。透過課堂、文獻閱讀及關於澳門教育政策及規範的討論，令課堂參與者更了解教育的最終目的為何。
教育者對於學生的學術成就、操行以及道德與素質培育乃至關重要。課程亦會探討如何透過信息及傳播科技的發展，逐漸展現教育全球化的影響。
Year 1 Others
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
This module provides a foundation to the study and practice of education. Key figures and ideas in the field of education will be elaborated before an exploration of how various concepts and themes in education inform teaching in a range of contexts. The module will then provide an overview of the different characteristics and needs of learners and how these interact with the role of teachers. In addition, the nature and purposes of education and its relationship with wider society will be explored as well as an examination of current controversies in educational theory and practice.
This module examines different models of parental and community involvement in education and the principles on which they are based. The module takes as its starting point the view that parents and the community should be fully involved in education and vice versa, and that all parties may need support for this. The nature of home school and community liaison, communication and development is addressed, as is classroom practice and feedback. Parents’ rights and obligations are addressed, as are teachers’ obligations and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement are addressed, and community development practices are introduced, which render the boundaries between schools, community and home permeable.
This module examines different models of parental and community involvement in education and the principles on which they are based. The module takes as its starting point the view that parents and the community should be fully involved in education and vice versa, and that all parties may need support for this. The nature of home school and community liaison, communication and development is addressed, as is classroom practice and feedback. Parents’ rights and obligations are addressed, as are teachers’ obligations and responsibilities to parents, within a legal and broader moral context. Difficulties in parental and community involvement are addressed, and community development practices are introduced, which render the boundaries between schools, community and home permeable.
Continuing to develop the skills and experience acquired in Teaching Practice I, this placement module will comprise a more substantial block of teaching experience. In this module, students will be expected to take considerable responsibility for teaching, whilst still under the supervision of an experienced class teacher and a university tutor. Students will be expected to put the knowledge and understanding acquired in taught modules into practice in the classroom by effectively planning teaching and learning and by selecting appropriate teaching methods and assessment strategies to motivate student learning. Students will gain experience in managing the learning dynamics and interactions in the classroom, integrating theory and practice under a professional rational.
In this placement module students will experience learning and teaching as a practical skill and social activity. Initially, students will observe the lessons of an experienced class teacher within a school under her or his guidance, as well as with the weekly support of a University tutor. Students can then begin to work with small groups of pupils on activities that have been decided upon in collaboration with a university tutor and the experienced class teacher. Students will gradually become involved in the various functions of a class teacher leading to their full involvement in the whole range of class activities.
