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Gang Zhu, PhD
Gang Zhu, PhD
Associate Professor, Associate Director, East China Normal University
Verified email at iice.ecnu.edu.cn - Homepage
Title
Cited by
Cited by
Year
Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums
G Zhu, G Li, Z Xu, A Rutter, H Rivera
The Asia-Pacific Education Researcher 27 (6), 441-453, 2018
1192018
The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis
K Xu, Z., Banerjee, M., Ramirez, G., Zhu, G., & Wijekumar
Computer Assisted Language Learning, 2019
1042019
Chinese student teachers’ perspectives on becoming a teacher in the practicum: emotional and ethical dimensions of identity shaping
G Zhu
Journal of Education for Teaching 43 (4), 1-5, 2017
722017
Understanding student teachers’ professional identity transformation through metaphor: An international perspective
Zhu, J., Zhu, G.
Journal of Education for Teaching, 2018
582018
‘I Did Not Feel Any Passion for My Teaching’: a Narrative Inquiry of Beginning Teacher Attrition in China
A Zhu, G. Rice, M., Rivera, H., Mena, J., & van der Want
Cambridge Journal of Education, 2020
512020
EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching
G Zhu, M Rice, G Li, J Zhu
Journal of Language, Identity & Education, 2020
462020
How do beginning teachers achieve their professional agency and resilience during the COVID-19 pandemic? A social-ecological approach
G Zhu
Journal of Education for Teaching, 2021
432021
Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory
G Zhu, C Johnson
International Journal of Educational Research, 2020
412020
“I’m Not Just a Math Teacher”: Understanding the Development of Elementary Teachers’ Mathematics Teacher Identity
D Cross Francis, J Hong, J Liu, A Eker
Research on teacher identity: Mapping challenges and innovations, 133-143, 2018
392018
The micropolitics of student teachers’ professional vulnerability during teaching practicums: A Chinese perspective
H Zhu, G. Waxman, H., & Rivera
The Asia-pacific Education Researcher, 155-165, 2018
372018
Teacher education and “climate change”: In navigating multiple pandemics, is the field forever altered?
V Hill-Jackson, G Ladson-Billings, CJ Craig
Journal of Teacher Education 73 (1), 5-7, 2022
352022
The SAGE Handbook of Critical Pedagogies
S Steinberg, B Down
SAGE, 2020
332020
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences: a transformative learning perspective
G Zhu, K Wang
Journal of Education for Teaching, 2020
332020
“Educate Your Heart Before Your Mind”: The Counter-Narratives of One African American Female Teacher’s Asset-, Equity- and Justice-Oriented Pedagogy in One Urban School
G Zhu
Urban Education, 2020
282020
A prism of the educational utopia: the East Asian Educational Model, reference society, and reciprocal learning
G Zhu
Discourse: Studies in the Cultural Politics of Education, 2020
27*2020
Is Flipping Effective? A Meta-Analysis of the Effect of Flipped Instruction on K-12 Students’ Academic Achievement
G Zhu
Educational Technology Research & Development, 2021
232021
Encyclopedia of Teacher Education
MA Peters
Springer, 2019
222019
Typology of OECD’s global educational governance and its policy effect
G Zhu
Comparative Education Review, 2020
212020
Extending critical race theory to Chinese education: Affordances and constraints
G Zhu
Compare: A Journal of Comparative and International Education, 2019
212019
Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach
M Zhu, G., & Chen
Teaching and Teacher Education, 2022
162022
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