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; Teacher Moral Learning, Teacher Learning Environment

EDUCATION

09/1991-07/1995   B.A.    Foreign Language and Literature

                                         School of International Studies, Shaanxi Normal University

09/1997-07/1999   M.A.    Comparative Education

                                           School of Education, Shaanxi Normal University

01/2003-12/2006   Ph.D.   Education

                                          Faculty of Education, the University of Hong Kong

TEACHING & RESEARCH EXPERIENCE

07/1995-12/2002    Assistant Professor

                              School of Foreign Studies, Xi’an Jiaotong University

03/2007-12/2008    Assistant Professor

                               State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University

01/2009-08/2011    Assistant Professor

                               Institute of Curriculum and Pedagogy, Beijing Normal University

09/2011-06/2021    Associate Professor

                              Institute of Teacher Education, Faculty of Education, Beijing Normal University

Since 07/2021      Professor

                            Institute of Teacher Education, Faculty of Education, Beijing Normal University

SELECTED PUBLICATIONS

Books (2017-2024)

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 (2012-2024)

Song, H., Pei, M. &Liu, L. S. Internet + Teacher Education Discipline Construction [J]. Contemporary Teacher Education, 2023, 16 (04): 25-29.

Wang, H. Y., & Pei, M. Cognitive Progression of Normal University Students Under the Path of Embodied Teacher Moral Learning: Content Analysis Based on Conceptual Learning [J]. Teacher Education Research, 2023, 35 (06): 35-43.

Liu, Q. H., Wu, Y. H., Zhou, W. Q. & Pei, M. The Theoretical Foundation of Embodied Teacher Moral Learning Approaches [J]. Teacher Education Research, 2022(6): 10-15.

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., & 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., 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., 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 (2018-2024)

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

2023-2025 Research on teacher learning system and its operating mechanism based on multi-modal data in laboratory（Department of Social Sciences, Ministry of Education）

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)

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)

Theory and Practice of Teacher Morality Learning: From the Perspective of Embodied Pedagogy (Beijing Normal University)

Dissertation Research Design Seminar (Beijing Normal University)

Teacher Emotion and Professionalism (Embodied Learning Module) (Beijing Normal University)

Integrated curriculum (Curriculum and Teaching Theory, Psychological development and Education, Principles of Education)

Teacher learning and professional development (co-teach with Prof. Li qiong at Beijing mormal 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