Lecturer, Center for Teacher Education Research, Faculty of Education, Beijing Normal University
Ph.D. in Education

Academic Profile
LIU Lisha is a Lecturer at Beijing Normal University with interdisciplinary training in education, psychology, neuroscience, and educational measurement. Her recent work centers on evidence-based teacher education, with a particular focus on educational neuroscience, teacher learning and identity, neuroscience literacy for teachers, and AI-enabled innovation in teacher education and teacher learning support.

Research Areas
1. Teacher Education and Educational Neuroscience: Focus on the psychological and neural mechanisms of teacher learning, teacher narratives, identity, and professional development.
2. Neuroscience Literacy Development and Assessment for Teachers: Develop courses, training, and assessment tools for pre-service and in-service teachers, and evaluate intervention effects.
3. AI-enabled Teacher Education: Focus on AI in teacher education, classroom teaching competence development, digital support for teacher professional learning, and learning analytics.

Selected Highlights
1. Published nearly 50 academic papers in Chinese and English on teacher education, educational neuroscience, teacher learning, and development.
2. Served as principal investigator or subproject lead on more than 8 projects across national, ministerial, institutional, commissioned, and teaching reform schemes.
3. Developed or co-taught more than 10 undergraduate, master's, and doctoral courses in recent years.
4. Delivered training programs and academic talks for more than 5,000 pre-service and in-service teachers.
5. Published books, translated works, and teaching materials, with research outputs informing curriculum development, teacher preparation, regional teacher development, and policy consultation.

Education
1. Ph.D., Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University
2. M.S., Institute of Brain and Cognitive Sciences, Beijing Normal University
3. B.A., School of Education, Sichuan Normal University

Professional Appointments
1. Lecturer, Center for Teacher Education Research, Faculty of Education, Beijing Normal University, 2021-Present
2. Postdoctoral Researcher, Faculty of Education, Beijing Normal University, 2019-2021
3. Elementary School Teacher, Zhongguancun No. 3 Primary School, Beijing, 2013-2015

Courses Taught
1. Doctoral level: Neuroscience Literacy; Frontier Seminar in Teacher Education; International Teacher Education Policy and Practice
2. Master's level: Teacher Education; Foundations of Teacher Education; Brain Science and Educational Practice; Curriculum and Instruction; Micro-Teaching; Teaching Skills Training
3. Undergraduate level: Theory and Practice of Teacher Education; Multidisciplinary Introduction to Teacher Education; Thesis Writing and Academic Norms; Educational Reform and Development in China; Child Development and Educational Assessment

Selected Grants
1. National Education Sciences Planning Youth Project: Effects and neural mechanisms of master-teacher and self-narratives on pre-service teacher identity (2024-2027, PI)
2. Major Project Subproject, Key Research Base of Humanities and Social Sciences, Ministry of Education: Multimodal data-driven teacher learning systems and mechanisms (2022-2025, Subproject PI)
3. Project of the Department of Social Sciences, Ministry of Education: Data-driven tracking research on pre-service teacher learning and teacher preparation quality (2023-2025, core participant)
4. Research on AI-based certification system for pre-service teachers' classroom teaching competence (2023-2024, core participant)
5. Nanming District Teacher Education Experimental Zone Project, Guizhou Province (2022-2027, Subproject PI)
6. Key Project of China Association of Higher Education: Brain science and high-quality teacher education development (2023-2025, PI)
7. Young Faculty Fund, Beijing Normal University: Teachers' neuroscience literacy and intervention effects (2022-2024, PI)
8. Teaching Construction and Reform Project, Beijing Normal University: Graduate neuroscience literacy curriculum development (2024-2026, PI)
9. National Natural Science Foundation of China: Temporal hypergraph-based mechanism and intelligent intervention for the evolution of teachers' practice-based knowledge in online professional development (2025-2029, core participant)
10. Provincial-level project: Construction of an autonomous knowledge system for Chinese teacher education (2025-2027, core participant)
11. Provincial-level project: Digital support pathways for practice-based teacher professional development (2025-2028, core participant)

Publications
1. Liu, L., Liu, M., Yu, S., Song, H., & Song, S. (2025). Exploring the current status and influencing factors of Scholarship of Learning and Teaching among Chinese university faculty in centers for learning and teaching. Higher Education Research & Development, 1-19.
2. Liu, L., Yu, S., Liu, M., Li, C., Feng, X., & Lin, X. (2025). Do neuroscience knowledge and attitudes differ across pre-service and in-service teacher groups? Evidence from teacher education programs in China. Trends in Neuroscience and Education, 40, 100269.
3. Liu, L., Wang, Q., Hu, Y., & Li, Y. (2025). Fertility intentions in Chinese families: A comparative analysis of spousal differences and influencing factors across family size. China Population and Development Studies, 1-35.
4. 刘乔卉, 徐沛缘, 刘丽莎, 王晓. (2025). AI时代教师脑科学素养的缺失与重构 (Reconstructing teachers' neuroscience literacy in the AI era: A scoping review based on international studies). 教师教育研究, 38(01), 100-106.
5. 郭绒, 刘丽莎, 张乐, 等. (2025). 我国职前教师社会情感能力量表的编制与验证 (Scale development and validation of social-emotional competence for pre-service teachers in China). 教师教育研究, 37(01), 52-60.
6. 刘丽莎, 洛桑扎西, 丁颖. (2024). 连接教师教育与神经科学：价值、内容、路径及行动 (Connecting teacher education and neuroscience: Value, content, pathways, and action: A scoping review based on 67 core English publications from 2000 to 2022). 教师教育研究, 36(01), 105-114.
7. Liu, L., Wang, Q., & Li, Y. (2023). Developing children's humanity: The unique and interactive role of parents' and peers' humanity. Educational Psychology, 43(8), 967-988.
8. 郝伟恒, 刘丽莎, 王晓. (2023). 在教师教育中引入教育神经科学知识: 美国的案例及启示 (Introducing educational neuroscience into teacher education: U.S. cases and implications). 比较教育学报, (04), 135-147.
9. 胡扬邦, 刘丽莎, 孙玮涛. (2023). 教师教育教学质量问责: 内涵、价值与路径 (Accountability for teaching quality in teacher education: Concepts, value, and pathways). 教师教育研究, 35(03), 32-37, 43.
10. 丁颖, 李筱菁, 刘丽莎. (2022). 在线教学教师关怀行为对大学新生学习适应性的影响: 学习自我效能感的中介作用 (The influence of teacher caring behavior in online teaching on first-year university students' learning adaptation: The mediating role of learning self-efficacy). 心理月刊, 17(19), 7-11.
11. 朱旭东, 刘丽莎, 付钰. (2022). 粤港澳大湾区一流教师教育体系建设: 现状分析与路径建议 (Building a first-class teacher education system in the Guangdong-Hong Kong-Macao Greater Bay Area: Current situation and development paths). 高教探索, (02), 89-96.
12. 刘丽莎, 郝伟恒, 黄嘉辉, 等. (2022). 教师教育研究引入神经科学: 缘起、动向及展望 (Introducing neuroscience into teacher education research: Origins, trends, and prospects). 教师教育研究, 34(06), 1-9.
13. Liu, L., Wu, Y., & Li, Y. (2022). Linking family relationships with peer relationships based on spillover theory: A positive perspective. Journal of Social and Personal Relationships, 39(7), 2094-2116.
14. Li, X., Ding, Y., Bai, X., & Liu, L. (2022). Associations between parental mediation and adolescents' internet addiction: The role of parent-child relationship and adolescents' grades. Frontiers in Psychology, 13, 1061631.
15. Liu, L., Li, C., Xu, L., Xiao, X., & Li, Y. (2021). Developing children's justice: Evidence from intergenerational similarity and peer homophily. Child Indicators Research, 14, 2065-2081.
16. 刘丽莎, 吴玉婷, 李超群, 等. (2021). 友伴人际品格对儿童人际品格的影响: 友伴数量的调节作用及儿童群体差异 (Peer interpersonal character and children's interpersonal character: The moderating role of peer quantity and group differences). 心理发展与教育, 37(05), 628-637.
17. 宋萑, 刘伟, 刘丽莎. (2020). 疫情防控期间教师在线教学现状与培训需求分析研究: 基于全国百所中小学的抽样调查结果分析 (Online teaching practices and training needs during the COVID-19 period: Evidence from a national survey of primary and secondary schools). 教师教育研究, 32(03), 1-9.
18. 闫予沨, 付钰, 刘丽莎, 廖伟. (2020). 我国循证教师教育决策: 内涵、价值与路径 (Evidence-based teacher education decision-making in China: Connotations, value, and pathways). 教师教育研究, (06), 21-26.
19. Liu, L., He, X., Li, C., Xu, L., & Li, Y. (2020). Linking parent-child relationship to peer relationship based on the parent-peer relationship spillover theory: Evidence from China. Children and Youth Services Review, 116, 105200.
20. Liu, L., Xu, L., He, X., & Li, Y. (2019). The association of caregivers' and children's characteristics with children's social preference and being a class leader in China. Social Development, 28(3), 689-707.
21. Liu, L., Xu, L., Luo, F., & Li, Y. (2018). Intergenerational transmission of interpersonal strengths: The role of parent gender, family processes, and child characteristics. Journal of Adolescence, 67, 66-76.

Teaching and Service
1. Continuously integrates the latest advances in teacher education, neuroscience, and artificial intelligence into undergraduate, master's, and doctoral curricula and teacher training practices.
2. Provides ongoing professional development, academic lectures, and project consulting for local education authorities, teacher development institutions, primary and secondary schools, and universities.
3. Publishes textbooks, academic works, and translations, and participates in the compilation of general education textbooks, contributing to teacher education and curriculum development.
4. Drafts multiple education policy consultation reports, several of which have been adopted by relevant authorities to support teacher workforce development, education evaluation reform, and regional education governance.
5. Serves as a reviewer for various domestic and international journals, including Acta Psychologica, Children and Youth Services Review, and Journal of Adolescence.

Prospective Collaboration
Researchers, graduate students, and collaborators interested in teacher education, educational neuroscience, or AI+teacher education are welcome to get in touch for academic exchange and cooperation.