EDUCATION

Sep 2008-Sep 2011     Ph.D. in Education Administration and Policy, The Chinese University of Hong Kong                                     

Sep 2005- Jul 2008     M.A. in Comparative Education, Beijing Normal University           

Sep 2001- Jul 2005     B.A. in Education, Beijing Normal University

 POSITION

Dec 2011-Jun 2018   Assistant Professor, Beijing Normal University (BNU)

Jul 2018-                Associate Professor, Beijing Normal University (BNU)

Jun 2024-               Deputy Head (Teaching and Learning), Institute of Teacher Education, Faculty of Education, BNU

Mar 2021-Mar 2024 Adjunct Research Fellow, the Asia Pacific Centre for Leadership and Change (APCLC) at the EdUHK

RESEARCH INTERESTS

Teacher education; School leadership; School Improvement; Educational policy studies; Comparative education

COURSES TAUGHT

For Undergraduate

FOUNDATION OF EDUCATION

NARRATIVE AND GROWTH

For Postgraduate

    SOCIOLOGY OF TEACHER

    NARRATIVE STUDIES IN EDUCATION

    TEXT ANALYSIS IN EDUCATION

    DOCTORAL SEMINAR

RESEARCH PROJECTS

Principle Investigator

Cultural Competence and Professional Development in Teacher Education through Clinical, Role-Playing, and Mixed Reality Simulations: A Model Based on Universal and Contextualized Skills, WERA IRN.

"Research on Improving the Teacher Education System in Higher Education Institutions and Reforming Its Institutional Mechanisms", granted by the China Association of Higher Education, 2025-2027;

 “Cross-Provincial Education Group Schooling under the Background of Educational Aid: A Study on

Pathways, Effectiveness, and Guarantee Mechanisms”, granted by the Ministry of Education, China, 2020-2025.

"International Collaborative Project on Teacher Research and Development", granted by Beijing Normal University, 2020-2024.

“A Study on  university teachers' participation in social services: Status quo and influencing factors”, granted by the China Association of Higher Education, 2022.5-2022.8.

Play-based curriculum development for Kindergarten, granted by the Education Committee of Chaoyang District, Beijing, 2018-2019;

Exploration-based curriculum development for Kindergarten, granted by the Education Committee of Chaoyang District, Beijing, 2017-2018;

“Research on the implementation of Principals& Teachers Rotation and Exchange Policy under the current town-urban integration planning context”, granted by the Minister of Education, China, 2014-2018;

“Research on the implementation of Teachers Rotation and Exchange Policy: Through the lens of Capability Approach”, granted by the Beijing Municipal government, 2014-2018;

“Action research on promoting pre-school teacher professional development through teacher do action research”, granted by the Education Committee of Chaoyang District, Beijing, 2015-2018;

“Action research on pre-school teacher professional identity development”, granted by the Education Committee of Chaoyang District, Beijing, 2014-2015;

“Research on the new faculty induction in the context of building world-class university”, granted by the Beijing Normal University, 2014-2016.

“Research on the anti-academic inbreeding institution in American university”, granted by "The Fifteen-Universities’ Thesis Prize of Education, Social Science and Medical Science Research”, 2007-2008; 

“Study on the construction of the learning society evaluation indicators”, one of the Sub-programs of the “Research on the Construction of a Learning Society” lead by Prof. Gu Mingyuan, granted by the Ministry of Education, PRC, 2005-2008.

Policy Consultant Services

“Research on the Adjustment of the National Teacher Education System under the Background of Population Changes”, granted by the Ministry of Education, China, 2024-now;

“Research for the Revision of the Teachers Law in China”, granted by the Ministry of Education, China, 2020-2022;

“Survey on the Professionalization Status of China's Ideological and Political Education Teachers”, granted by the Ministry of Education, China, 2018-2019; 

“Survey on the Current Status of Labor Education Teachers in China”,  granted by the Ministry of Education,China, 2017-2018;

“Research on the construction and adjustment of rural teacher education system in China”, granted by  the Ministry of Education, China, 2013-2015;

“The professional development of primary school teacher: theory and practice”, granted by the Ministry of Education, China, 2011-2014;

“Research on the construction of modern teacher education system in China”, granted by the Ministry of Education, China, 2011-2012;

“Research on the changing teaching force (1978-2008)”, granted by the Ministry of Education, China, 2010-2012;

SELECTED PUBLICATION  (* Corresponding author)

Journal Articles

Ye, J.* et al. (2025). International trends in teacher education and the construction of independent knowledge system of Chinese teacher education in turbulent times. Teacher Education Research(Jiaoshi Jiaoyu Yanjiu), 37(6), 120-128.(CSSCI)

Fortunatha, M.; Benjamin, M.; Ye, J.; Sang, G. (2025). Pre-service teachers’ perceptions of culturally responsive teaching: a meta-ethnography review. Diaspora, Indigenous, and Minority Education, https://doi.org/10.1080/15595692.2025.2604745

Quainoo, E.; Asamoah, D.; Baidoo-Anu, D.; Ye, J. et.al. (2025). Examining profiles of classroom assessment literacy among basic school teachers. Cogent Education, https://doi.org/10.1080/2331186X.2025.2558163

Ye, J. (2025). Challenges and Pathways Forward for Teacher Professional Development in County-Level Ordinary Senior High Schools. Chinese Teachers, 1.

Lynn, P.; YE, J.* et al. (2025) Challenges and Trends in International Teacher Education: An Interview with Professor Lynn Paine of Michigan State University, USA. Journal of Teacher Education (Jiaoshi Jiaoyu Xuebao), 12(4), 1-13.

YE, J. (2025). Constructing the Professional Development Competence of Teachers: A Symphonic Wisdom of Theory and Practice. Educator, 23, 6-8.

Farwa, U.; Li, Q.; Ye, J. et al. (2024). Organizational and Psychological factors in teacher educators’ professional i dentity development: An empirical analysis. British Educational Research Journal.  https://doi.org/10.1002/berj.4106

YE, J.* & Xie, X. (2024). On the Cultivation of Teachers’ Professional Identity through Narrative Pedagogies. Teacher Education Research (Jiaoshi Jiaoyu Yanjiu), 36(6), 23-29.(CSSCI)

Ye, J., & Ji, K. (2024). The Finnish model of developing novice teacher identity. People's Education, 8, 75-78.(in Chinese)

Zheng, X., & Ye, J*. (2024). Teacher leadership for professional development in a networked learning community: A  Chinese case study. Educational Management, Administration and Leadership, 52(2): 174114322211212

Ye, J. (2023). New directions for the implementation of teacher exchange policies in the new era. China Teacher, 11.(in Chinese)

Ye, J. (2023). Three key issues to improving the quality of teacher education. People's Education, 5.(in Chinese)

Ye, J. (2023). Teacher rotation: Opportunities for teacher learning and growth. Today's Education, 2.(in Chinese)

Zhang, J., Ye, J*., & Wang, J. (2023). How to further promote teacher exchange? A mixed-methods study from the perspective of rational choice theory. Educational Research, 6, 147-159. (in Chinese)

Zhang, J., Ye, J*., & Wang, J. (2023). An exploration of the effects of teacher exchange and its realization mechanism: An empirical analysis based on three types of mobility paths, willingness to exchange, and work status. Journal of  Education, 2. (in Chinese)

Zhang, W., Guo, X., Ye, J*. (2023). Joint construction, governance, and sharing: A path exploration of cross-provincial education aid from the perspective of high-quality and balanced education. Chinese Journal of Education, 10. (Reprinted by People's University Photocopying Materials) (in Chinese)

Zhang, J.; Huang, Q., & Ye, J*. (2023). Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: A perspective of Chinese principals. Cambridge Journal of Education, 53(2), https://doi.org/10.1080/0305764X.2022.2092070

Zeng, R., Luo, Y., & Ye, J. (2023). Re-understanding the ontology of educational research: From consciousness to institution. Peking University Education Review, 1. (in Chinese)

Yan, Z., Ye, J., Gao, X., Zhu, X., & Ma, X. (2023). The current status and influencing factors of university teachers'  

participation in social services: Based on a survey of 36 universities. Research in Higher Education of China, 6.

Bi, Y., Lei, J., & Ye, J. (2022). New trends in the assessment of excellent teachers in Australia—Analysis of the

content and core elements of the ACER portfolio plan. Foreign Education Research, 8. (in Chinese)

Skoglunde, R.; Ye, J.; & Jiang, Y. (2022). Ethical codes for early childhood teachers: How and why should we use

them. ECNU Review of Education, 5(4), https://doi.org/10.1177/20965311221127

Ye, J*., Lu, N., Cao, Y., & Xie, X. (2022). Teacher cross-boundary learning: A research direction need to be

developed. Research on Teacher Development, (3). (in Chinese)

Ye, J.* (2022). Focusing on the development of young teachers as "human beings". China Teacher News, August 17,

2022, p. 13. (in Chinese)

Zhou, S. & Ye, J*. (2022). Why they remained committed: Emotional drives of rotating teachers in the context of

teacher rotation policy in China. Beijing International Review of Education, 4(1), 54-76.

DOI: 10.1163/25902539-bja10013

Ye, J. (2022). How to achieve a win-win situation for "individual teacher" and "school organizations" through the

exchange rotation system—Three directions for improving the teacher exchange rotation system. People's

Education, 23. (in Chinese)

Zheng, X., Ye, J*., Luo, Y., & Liu, C. (2022).  International perspectives on Chinese teacher research—Based on the

literature analysis of three high-level international journals on teacher research. Teacher Education Research, 3,

121-128. (in Chinese)

Zhang, J., Ye, J*., & Wang, J. (2022). Analysis of the work engagement of teachers in exchange rotation and its

influencing factors—Based on the examination of three rotation paths. Teacher Education Research, 1, 57-63.

(in Chinese)

Ye, J*., & Zhang, J. Proper allocation is the "remedy" for the effectiveness of teacher rotation. China Education News,

September 15, 2021, p. 2. (in Chinese)

Ye, J. Scientific policy design is needed for teacher exchange rotation. Modern Education News, September 2021,

Issue 4656, p. 10. (in Chinese)

Ye, J.*, & Zheng, K. Why it is difficult to retain young rural teachers—Text analysis based on "Zhihu". China

Teacher, 2021(11), 71-75. (in Chinese)

Zhou, Q., & Ye, J. (2021) Long and short sentences, deep and shallow emotions—A record and analysis of a fifth-grade children's poetry writing class. Teaching Chinese in Primary School , Z1, 103-108. (in Chinese)

Chen, W., & Ye, J. (2021). Practical exploration of life education in primary school science under the concept of large-scale experimental teaching. Research on Education and Equipment, 1, 34-37. (in Chinese)

Zeng, R., Ye, J*., & Luo, Y. (2020). The pursuit of educational science: The centennial pilgrimage of educational researchers. Peking University Education Review, 1, 134-176. (in Chinese)

Ping, C.; Schellings, G.; Beijaard, D.; & YE, J. (2020). Teacher Educators’ professional learning: perceptions of Dutch and Chinese teacher educators. Asia-Pacific Journal of Teacher Education,  49(3).DOI: 10.1080/1359866x.2020.1725808

Ye, J.*; Zhu, X.; Lo, N.K. (2019). Reform of teacher education in China: A survey of policies for systemic change. Teachers and Teaching: Theory and Practice, 25(7), 757-781. DOI: 10.1080/13540602.2019.1639498

Liu, Laura; Ye, J. (2019). Ren-De agency in international faculty professional development: A China case study of glocal identity integration. Teacher Development, 23(4), 447-468. DOI: 10.1080/13664530.2019.1611628

He, W.; Li, Q.; Ye, J., & Lo, L. (2019). “Working with heart”: A study of the effectiveness of rotating teachers’ capability exertion and the influential factors. Journal of Educational Studies, 2, 58-65. (in Chinese)

Ye, J.* & Zhao, D. (2019). Developing different identity trajectories: Lessons from the Chinese teachers. Teachers and  Teaching: Theory and Practice, 25(1), 34-53. DOI: 10.1080/13540602.2018.1532408

Tsang, W.; Luo, Y.; Ye, J. (2018). In searching of the meaning of empirical research: A comparative historical examination of debates in empirical research. Peking University Education Review, 16(3), 104-131. (in Chinese)

Ye, J.* & Zhu, X. (2018). Nurturing teacher leadership in the context of collaborative educational change: Its value, connotation and methods. Journal of Teacher Education Research, 2, 11-18. (in Chinese)

Ye, J. (2018). Developing teacher professional identity is vital for improving teacher quality. People’s Education, (8). (in Chinese)

Zhong, Y., Ye, J.*; & Lo, L. (2018). Examining Teacher Rotation through the lens of leadership for learning: A case study. Research in Educational Development, 4, 51-58. (in Chinese)

Du, P.; Zhang, Y.; Ye, J. *(2018), An analysis on the teachers’ willingness to rotate from the perspective of Push-Pull theory. Research in Educational Development, 4, 37-44. (in Chinese)

Wang, F., Ye, J.* & Sun, L. (2017). “Strangers” in school: Typology of the identities constructed by the rotated Teachers. Journal of Educational Studies, 3, 86-92. (in Chinese)

Shi, J. & Ye, J. *(2017). On the Practice-Facilitation-Reflection oriented faculty development. Journal of Teacher Education Research, 6, 81-87. (in Chinese)

Ye, J. *& Lo, L. (2016). The implementation of principals and teachers rotation policy: Insights through the lens of “Capability Approach”. Educational Research, 1, 55-62. (in Chinese)

Ye, J. (2015). Three approaches of humanist teacher education thoughts and practice in America. Comparative Education Review, 10, 58-65. (in Chinese)

Ye, J. (2015). The construction and patterns of teacher identity in China after the implementation of the reform and opening-up policies: Cases study from a historical sociological perspective. Peking University Education Review, 143-161. (in Chinese)

Ye, J. (2014). How rural teachers construct their identity and its implications for policy. Journal of Teacher Education Research, 6, 86-92. (in Chinese)

Ye, J. (2014). From competition to cooperation: the evolving relationship among the state, market and educational professionals in education reform of Anglo-American countries in Post-War Era. Comparative Education Review, 3, 37-43. (in Chinese)

Ye, J. (2014). Being professional: The internal motive force for teacher participating rotation and educational reform. Global Education, 1, 82-94. (in Chinese)

Zhang, H.; YE, J. (2014). On the humanistic approach in Western teacher education. Journal of Teacher Education Research, 25(1), 103-108. (in Chinese)

Ye, J. (2013). The theoretical foundations for internationalization of education. Chinese Education Policy Review.  Beijing: Educational Science Publishing House. (in Chinese)

Ye, J. (2013). Narrative in teacher identity research: Methodological considerations. Peking University Education Review, 11(1), 89-100. (in Chinese)

Ye, J., LO, L. (2012). The formation of the “Respect for Teachers” institution in traditional Chinese society.    Journal of Teacher Education Research, 24(3), 54-62. (in Chinese)

Ye, J. (2010). The evolution of the anti-Academic inbreeding institution in American research universities and its implications. Peking University Education Review, 8(1), 125-140. (in Chinese)

Lo, L., Ye, J. (2010). A comparison of teacher professionalization between England and France and its implications. Comparative Education Review, 2010(2), 64-68. (in Chinese)

Ye, J. (2007). Scotland 5-18 years’ old student financial education and its implication for China. Elementary & Secondary Schooling Abroad, 2007(2), 61-65. (in Chinese)

Books & Book Chapters

Ye, J., & Yang, X. (2019). The supply and allocation of rural teacher workforce. In X. D. Zhu et al. (Eds.), 40 Years of Educational Reform and Opening Up in China: Teacher Education (pp. 250-314). Beijing: Beijing Normal University, pp. 250-314. (in Chinese)

Leslie, L., Zhong, Y., Ye, J*., & Zhen, S. (2021). Rotating for quality and equity: A study on teachers as borrowed talents. In X. Zhu & H. Song (Eds.), Envisioning teaching and learning of teachers for excellence and equity in Education (pp. 201-240). Springer.

Ye, J., & Cao, Y. C. (2023). The nature of partnership: How collaborative partnerships promote teacher learning and school improvement. In H. Song et al. (Eds.), Building a high-quality and sustainable school improvement system: Exploration and innovation of university-region-school partnership models (pp.3-23). Nanjing: Hohai University Press. (in Chinese)

Ye, J. (2017). A historical sociological study of teacher identity construction. Beijing: Beijing Normal University Press.  (in Chinese)

Lo, L. & Ye, J. (2017). The historical context of the role and status of scholars and teachers in traditional China. In Zhu, X.D; Lin Goodwin, A. & Zhang, H.J. Quality of Teacher Education and Learning (pp.157-192). Springer.

Ye, J. (2017). Research on Chinese teacher identity in a changing context of Chinese society. In Li Qiong, Ding Meijuan (Eds.). Building a Teaching Force in the Changing Context of Chinese Society (pp.211-243). Beijing: Beijing Normal University Press. (in Chinese)

Ye, J. (2017). Humanist teacher education thought. In Zhu Xudong (Eds.). Research on Teacher Education thoughts (PP. 367-401). Beijing: Beijing Normal University Press. (in Chinese)

Conference Papers

Ye, J. (2025). Shaping Future Educators: The Impact of Overseas Internships on Chinese Pre-Service Teachers’ Identity Development. Paper presented in the 21th Biennial Conference of the International Study Association of Teacher and Teaching (ISATT). Glasgow, Scotland.

Ye, J. & Bi, Y.  (2024). Exploring the Enabling Conditions for Successful District-University-School Partnerships in

School Improvement: A Case Study from China. Paper presented in the 30th European Conference on Educational

Research, Nicosia, Cyprus.

Ye, J. (2024). An Exploration of Supporting teachers’ Assessment Literacy in School to School Support Context: A

Chinese Case Study. Paper presented in the 30th European Conference on Educational Research, Nicosia, Cyprus.

Ye, J. (2016). How Chinese teachers do the Teacher Rotation Policy and its implications for school-based teacher development——Case study on A County. Paper accepted by the Association for Teacher Education in Europe. Amsterdam, Netherlands. 

Ye, J.; Lo, L. (2015). “To be (act) or not to be (act)?”——The Ambivalent Identity of Chinese Teachers in a transformative Context. Paper presented in the 17th Biennial Conference of the International Study Association of Teacher and Teaching (ISATT). Auckland, New Zealand.

Ye, J. (2014). Professional learning community in Chinese schools: Realities and possibilities. Paper presented in the first International Conference of School as Learning Community. Tokyo, Japan.

Ye, J; Leslie, L.; & Wu, G.Z. (Jul 2013). “Who am I as a Chinese Teacher?” －A narrative study of identity construction of Chinese teachers. Paper presented in the 16th Biennial Conference of the International Study Association of Teacher and Teaching (ISATT). Ghent, Belgium.

Ye, J. (Aug 2010). The institutional context for teacher identity construction in China: A historical institutionalism perspective. Paper presented in The 35th Annual Conference of the Association of Teacher Education in Europe (ATEE). Budapest, Hungary.

Ye, J. (Mar 2010). The construction of teacher professionalism in China. Paper presented in the 54th Annual Conference of Comparative and International Education Society (CIES). Chicago, IL.

HONORS AND AWARDS

Best Thesis Award, the 10th Forum on Empirical Education Research, 2024

Annual Excellent Mentor in Student Social Practice, Beijing Normal University, 2016

Annual Excellent Teacher, Faculty of Education, Beijing Normal University, 2016

       Best Teaching Disposition Award, Beijing Normal University, 2012, 2013

   "The Fifteen-Universities’ Thesis Prize of Education, Social Science and Medical Science Research ", 2007

PROFESSIONAL SERVICES

Deputy Secretary-General, Branch of Middle-aged and Young Educational Theorists, Chinese Society of Education

Associate Editor, teacher education session, 2024-now.

Associate Editor, , 2013-2022.

Manuscript Reviewer, < Teachers and Teaching: Theory and Practice >; ; ; ; eview of Education>; < Peking University Education Review >(In Chinese); (In Chinese); (In chinese) ; < Global Education> (In Chinese)