PEI Miao
Professor
Institute of Teacher Education
Email:peimiao@bnu.edu.cn
Address:
Positions
Vice Head to Institute of Teacher Education, Faculty of
Education, Beijing Normal University
Bio
Dr. PEI Miao is a professor at Institute of Teacher Education,
Faculty of Education, Beijing Normal University (BNU), as well as the Center
for Teacher Education Research (CTER), which is one of the Key Research
Institutes of Humanities and Social Sciences in Universities, being approved by
Ministry of Education, P. R. China, in 2004. She received a Ph.D. degree in
education from University of Hong Kong and now serves as a doctoral supervisor
at BNU.
Dr. Pei’s research interests
lie in Teacher Education, Teacher learning and development, Teacher embodied
learning, teacher learning environment, and so on. She has published more than
30 papers, several books and book chapters in these areas. Dr. Pei has been
teaching several courses on teacher learning, teacher leadership, as well as
research methodology to postgraduate and undergraduate students. Among them,
Qualitative Research Methods is delivered in English for more than 10
consecutive years to international students from several International MA
Programs at BNU. It is highly evaluated by the students enrolled, and got an
Award of Year 2015 and Beijing Normal University Brand Course for International
Students.
Research Interests
Teacher
Education; Teacher Learning and Development; Teacher Embodied Learning
Education
09/1991-07/1995B.A.Foreign Language and Literature
School of
International Studies, Shaanxi Normal University
09/1997-07/1999M.A.Comparative Education
School of Education,
Shaanxi Normal University
01/2003-12/2006Ph.D.Education
Faculty of Education,
the University of Hong Kong
TEACHING & RESEARCH EXPERIENCE
07/1995-12/2002Assistant Professor
School of Foreign Studies,
Xi’an Jiaotong University
03/2007-12/2008Assistant Professor
State Key Laboratory of
Cognitive Neuroscience and Learning, Beijing Normal University
01/2009-08/2011Assistant Professor
Institute of Curriculum and
Pedagogy, Beijing Normal University
09/2011-06/2021Associate
Professor
Institute of Teacher Education,
Faculty of Education, Beijing Normal University
Since 07/2021Professor
Institute of Teacher
Education, Faculty of Education, Beijing Normal University
SELECTED PUBLICATIONS
Books and Translated Works (2017-2020)
Zhu,
X. D., & Pei, M. Research on Teacher Learning Mode: China’s Experience [M].
Beijing: Beijing Normal University Publishing Group, 2017.
Pawan, F., Fan, W.F.,
Pei, M., & Jin, W. Teacher Training and Professional Development of Chinese
English Language Teachers: Changing from fist to dragon [M]. Routledge, 2017.
Journal Articles (2012-2021)
Pei,
M., Liu, Q. H., Jin, W., Li, X. Y., & Liu, J. Connotation, Value and
Approaches of Embodied Teacher Moral Learning [J]. Teacher Education Research,
2021, 33(6): 38-44.
Liu,
Q. H., & Pei, M. On the Time Dilemma of Primary and Middle School Teachers:
A Mixed-method Research in the Case of Middle School Teachers in City T [J]. Education
Research Monthly, 2021(06): 76-82.
Jin,
W., Li, X. Y., Liu, Q. H., Liu, J., & Pei, M. On the Connotation of
Teachers’ Morality Learning [J]. Teacher Education Research, 2021, 33(1): 7-13.
Pei,
M., Jin, W., Li, X. Y., Liu, J., & Liu, Q. H. Evidence-based Teacher
Education Practice: Connotation, Value and Operational Mechanism [J]. Teacher
Education Research, 2020, 32(4): 1-8.
Jin,
W., Pei. M., & Dong, Q. J. Culturally Responsive Pedagogy: Connotation,
Value and Application [J]. Journal of Research on Education for Ethnic
Minorities, 2020, 31(3): 104-111.
Pei.
M., & Huang, Y. H. Research on Teacher Learning from the Perspective of
Learning Science [J]. Contemporary Teacher Education, 2020, 13(4): 24-30.
Pei,
M., Jin, W., & Cai, C. Exploring Preservice Teachers' Perception on Rural Teaching
and Education through the Mediation of Photovoice [J]. Beijing International
Review of Education, 2020(2), 1-27.
Pei.
M., Cai, C., & Guo, X. Culturally Responsive Teaching: Development
Opportunity for Professional Development of Rural Teachers [J]. Teacher
Education Research, 2019, 31(6): 21-25+32.
Pei,
M., & Yang, H. Z. Developing Teacher Agency and Self‑regulation
in a Professional Training Program: A Case Study in a Rural
and Ethnic Minority Area of China [J]. Asia Pacific Education Review,
2019(20): 625-639.
Pei.
M. Building up Effective Classroom Learning Environment for Second Language
Learning: Based on the Concepts of Sensitive Period and Plasticity of Brain [J].
Research in Educational Development, 2018, 38(24): 73-79.
Pei.
M. Teachers’ Embodied Learning: Connotation, Value and Fostering Ways of [J]. Journal
of Shaanxi Normal University (Philosophy and Social Sciences Edition), 2018,
47(1): 170-176.
Pei.
M., & Liu, P. X. “Experience with the Body and Mind”: The Design and
Implementation of Teacher Training Projects from the Perspective of Embodied
Cognition Theory [J]. Teacher Education Research, 2018, 30(3): 6-12.
Zheng,
X. R., Zhu, X. D., Pei. M., & Li, X. Y. The “Language and Culture
Appropriate” Teacher Learning Model in Minority Areas of China [J]. Teacher
Education Research, 2018, 30(1): 1-7.
Pei.
M., Jin, W., Li, X. Y., & Jia, Y. L. The Research Paradigms of Western
Teacher Education and Their Shifts [J]. Teacher Education Research, 2017,
29(4): 105-114.
Li,
X. Y., & Pei, M. An Overview of Overseas Research on Teacher Leadership [J].
Teacher Development Research, 2017, 1(2): 105-114.
Liu,
L., Song, H., & Pei, M. Navigating Individual and Collective Notions of Teacher
Wellbeing as a Complex Phenomenon Shaped by National Context [J]. Compare: A
Journal of Comparative and International Education, 2017,48(1):128-146.
Pei,
M., Zhu, X. D., & Mao, J. The Construction of the Digital Laboratory for
Teacher Learning in School Fields [J]. Educational Research and Experiment, 2016(1):
59-64.
Pei,
M., Zhu, X. D., Chen, L., Qu, Y. X., & Gao, X. L. Constructing School-based
Complex Model of Teacher Learning: Providing Appropriate Environment for
Teacher Development [J]. Journal of Educational Studies, 2016, 12(1): 83-92.
Pei,
M., & Jiang, Q. The Application of Total Physical Response (TPR) in
Tengchong Ethnic Schools [J]. Educational Research and Experiment, 2016(5): 44-48.
Bo,
Y. L., & Pei, M. Constructivist-oriented Mentoring: Qualitative Analysis on
Teacher Learning [J]. Teacher Education Research, 2016, 28(1): 89-95.
Pei,
M., & Li, X. Y. A Review of Overseas Research on Teacher Well-being [J]. Teacher
Education Research, 2015, 23(6): 93-98.
Muthanna,
A., & Pei, M. Chinese Students' Attitudes towards the Use of English-medium
Instruction into the Curriculum Courses: A Case Study of a National Key University
in Beijing [J]. Journal of Education and Training Studies, 2015, 3(5), 59-69.
Li.
X. Y., & Pei, M. A Life History Research of a Novice Teacher’s Development
from the Perspective of Role Theory [J]. Contemporary Teacher Education, 2015, 8(4):
41-46.
Pei,
M., & Li, X. Y. An Interpretation of Teacher Learning from the Perspective
of Adult Learning Theory: Regressing Teachers’ Identity as Adults [J]. Teacher
Education Research, 2014, 26(6): 16-21.
Pei, M.
Teachers' Discoursal Strategies in Providing Positive Feedback to Student Response:
A Study of Four English Immersion Teachers in People's Republic of China [J].
International Education, 2012, 41(2): 110-128.
Pei,
M., Tan, S. C., & Liu, J. The Evolution of the Ideas of Teacher Education
Reform and Its Enlightenment [J]. Teacher Education Research, 2012, 24(6):
31-36.
Pei, M. The Dimension
of Teacher Learning in Teacher Professional Stardards [J]. Teacher’s Journal,
2012, 13: 31-32.
Research Reports (2018-2020)
Zhu,
X. D., Pei, M., et al. Research Report on the Reform of Teacher Education
System in Asian Countries (Regions) [R]. Department of Teacher Education,
Ministry of Education of the People’s Republic of China, 2019.
Zhu,
X. D., Pei, M., et al. An International Comparative Study on the Educational
Quality in the Stage of Compulsory Education [R]. National Center for School
Curriculum and Textbook Development, 2018.
Zhu,
X. D., Pei, M., et al. An International Comparative Study on the Teaching
Reform Policies and Trend of Activity Development in the Stage of Compulsory
Education [R]. National Center for School Curriculum and Textbook Development, 2018.
Zhu,
X. D., Pei, M., et al. Research Report on the Reform of Teacher Education
System in Japan [R]. Department of Teacher Education, Ministry of Education of
the People’s Republic of China, 2018.
Zhu,
X. D., Pei, M., et al. Research Report on the Reform of Teacher Education
System in Singapore [R]. Department of Teacher Education, Ministry of Education
of the People’s Republic of China, 2018.
Zhu,
X. D., Pei, M., et al. Research Report on the Reform of Teacher Education
System in Korea [R]. Department of Teacher Education, Ministry of Education of
the People’s Republic of China, 2018.
Zhu, X. D., Pei, M.,
et al. Research Report on the Reform of Teacher Education System in Taiwan,
China [R]. Department of Teacher Education, Ministry of Education of the People’s
Republic of China, 2018.
SELECTED RESEARCH PROJECTS
2020-2023
Embodied Learning Approach to Promote Teacher Morality of Teacher Candidates at
Universities (高校师范生具身师德学习路径建构):
A Study Based on the Evidence of Behavior, Psychology and Neuroscience (National Social Science
Foundation)
2020-2022
Research on the Construction of Online Teacher Education System in China (China
Association of Higher Education)
2018-2020
Research on the Major Goals and Policies of an Economic Reform Promotion and
Capacity Enhancement Project named “13th Five-Year Plan” Revitalizing Teacher
Education in China: A Study on the Reform of Teacher Education System in Asian
Countries (Regions) (Department of Teacher Education, Ministry of Education of
the People’s Republic of China)
2017-2018
An International Comparative Study on the Teaching Reform and Educational
Quality in the stage of Compulsory Education (National Center for School
Curriculum and Textbook Development)
2017-2018
A Project of Teacher Leadership Improvement (Beijing Shijia Education Group)
2016-2019
Action Research on the Improvement of Teachers’ Self-efficacy Based on Embodied
Learning (The Affiliated Primary School of Beijing Petroleum College)
2015-2017
Using Educational Drama to enhance the Communication, Enlightenment and
Creativity of English Courses (Beijing Chenjinglun High School)
2009-2012 Research on Teachers’ Cognitive Development
under the Background of Educational Experiments: Taking the English Reading
Project of Primary Schools in Beijing as an Example (Beijing Education Science
“11th Five-Year Plan” Project)
SERVICE & CONSULTING
Courses Taught
Qualitative Research Method (Beijing Normal University)
Theory and Practice of Teacher Morality Learning: From the
Perspective of Embodied Pedagogy (Beijing Normal University)
Dissertation Research Design Seminar (Beijing Normal University)
Teacher Capacity and Ethics (Beijing Normal University)
Teacher Leadership (co-teach with Prof. Colin Evers at
University of New South Wales, Sydney, Australia, or Dr. Ping XIE at Huiyan
International College,Faculty of Education, Beijing
Normal University)
Learning Theories and English Language Teaching (co-teach with
Prof. Michale Michell at University of New South Wales, Sydney, Australia)
English Teaching Assessment and English Teacher Assessment
Literacy (co-teach with Prof. Chris Davison at University of New South Wales,
Sydney, Australia)
Professional
Development of English Language Teachers in China (co-teach with Prof. Faridah
Pawan, at Indiana University, Bloomington, USA)
HONORS & AWARDS
2015 Beijing Normal University Brand Course for International
Students
2015 Beijing Normal University High-quality Course for Postgraduate
Students
Copyright @ Faculty of Education Beijing Normal University. All rights reserved.
Yingdong Buidling, Beijing Normal University 技术支持:北京师科阳光信息技术有限公司
Email:jiaoyuxuebu@bnu.edu.cn