Li Qiong is a professor of education at Beijing Normal University, Center for Teacher Education Research and Faculty of Education. Her research interests include teacher education; professional development;  teacher quality and student development; mathematics teachers' teaching and learning. Qiong's particular interest focuses on using quantitative data analysis in large-scale research to explore factors that facilitate and hinder teachers' learning and in policies and practices that can support teacher change. Currently, her research team is studying  variations in teachers' preparedness, work, lives and effectiveness.

E-mail： qiongli@bnu.edu.cn

Courses: Teacher professional development: Academic and practical approach; Quantitative Research; Dissertation Research Design Seminar(doctoral level); Seminar: Frontiers of Teacher Education (doctoral level)

EDUCATION

Ph. D., The Chinese University of Hong Kong

Educational Psychology, 2004

Ed. M., Beijing Normal University

Developmental Psychology, 2000

B. S., Beijing Normal University, Education, 1997

RESEARCH AREAS

Teacher education

Teacher Professional development

Mathematics teachers’ teaching and learning

Teacher resilience and well-being

Quantitative data analysis in large-scale research

TEACHING AND RESEARCH EXPERIENCE

Professor, Beijing Normal University, 2014-

Visiting scholar in State University of New York at Albany (2011-2012)  

Associate Professor, Beijing Normal University, 2009- 2014

Post-doctoral Fellow, The Chinese University of Hong Kong, 2007

Assistant professor (since 2005), Beijing Normal University

SELECTED PUBLICATIONS

Tang, Y., Wang, T., Liu, L., & Li, Q. * (2020). Teacher Job Satisfaction in  High-Performing Systems: A Multi-Level Study of Teacher, Classroom, and School Factors Using TALIS 2013 Surveys. Asia Pacific Journal of Educational Research, 3(1): 17-43.（Corresponding author）

Li, Q., Zhu, X.D & Lo, L.N.K. (2019). A special issue on teacher education and teaching in China. Teachers and Teaching: Theory and Practice, 7: 753-756.

Liao,W., Liu,Y., Zhao, P. & Li, Q.* (2019). Understanding how local actors implement teacher rotation policy in a Chinese context: a sensemaking perspettive, Teachers and Teaching: Theory and Practice, 7, 855-873.

Li, Q., Gu, Q. & He, W. (2019): Resilience of Chinese teachers and its relationship with perceived working conditions and relational trust.

Measurement: Interdisciplinary Research and Perspectives,17(3): 143-159.

Liu, L., & Li, Q. (2019). Culturally and Ecologically Sustaining Pedagogies  Cultivating Glocally Generous Classrooms and Societies. American Behavioral Scientist, 63(14): 1983–2006.

Huang, J., Tang, Y., He, W. & Li, Q * (2019). Singapore’s School Excellence Model and student learning: evidence from PISA 2012 and TALIS 2013, Asia Pacific Journal of Education. Https://doi.org/10.1080/02188791.2019.1575185. (Corresponding author)

Li, Q. & Sun, Y. (2018). Education Systems in Brief: K-12 Schooling, Mathematics Teacher Preparation, Routes into Teaching, and Teacher Professional Development: People’s Republic of China. In Tatto, T.M., (eds.), The first five years of mathematics teaching: International report.

Tang, Y., He, W., Liu, L., & Li, Q.* (2018). Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement. Teachers and Teaching: Theory and Practice, 24(7), 825-839.

He, W., Li, Q.* & Mu, H. (2018). Effect of school culture on teacher job satisfactory: The mediating role of teacher agency. Journal of Teacher Education Research, 30(3), 39-45.

Li, Q. & Ding, M. (2017). Building teaching force in Chinese changing context. Beijing: Beijing Normal University Press.

Li, Q. & Zeng, L. (2017). Why keeping going: Teacher resilience in rural remote schools. Journal of Educational studies, 1, 72-81.

Li, Q. & Wu, D. (2017). Teacher resilience traits: A qualitative research finding. Journal of Teacher Education Research, 3, 30-41.

He, W. Li, Q.* & Li, X. (2017). Learning power of secondary students: Construct and   influencing factors. Journal of Educational studies, 1, 26-35. (Corresponding author)

Pei, L. & Li, Q.* (2017). Teacher identity research: A literature review. Comparative Education Research Journal, 8, 13-24. (Corresponding author)

Li, Q. & Pei, L. (2017). Teacher education reform in China: Building a collaborative community of Government, university and Schools. Educational Theory and Practice, 5, 34-42.

Ni, Y., Zhou,D., Cai, J., Li, X., Li, Q. & Sun, X. (2017): Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand, The Journal of Educational Research, 12, 1-16.

Zhao, P. Zhou, J. Li, Q. Teacher Education in China. One Chapter in The Handbook of Education in China, 2017.

Muhammad A.M., Sang, G. & Li, Q. Chinese University Students' Lack of Oral Involvements in the Classroom: Identifying and Breaking the Barriers. University of Education journal, 2017(12)

Li, Qiong & Gao, D. (2016). School-based teacher education: Teaching school and its implication in Chinese context. Global education outlook, 10, 103-113.  

Li, Q. & Wu, D. (2014). Teacher resilience: the mediating effect of relational trust. Teacher education research Journal, 1, 62－68.

Li, Q. , Pei, L. & Wu, D. (2014). Teacher resilience and its influencing factors. Educational Journal, 2, 70-76.

Muhammad A.M., Li, Q.(2014). Gender Disparity in Literacy What Influences More: Region or Religion ? Educational Research International Vol. 3(3), 51-64.

Qing Gu & Qiong Li (2013) Sustaining resilience in times of change: stories from  Chinese teachers, Asia-Pacific Journal of Teacher Education, 41,3, 288-303.

Yujing Ni, Dehui Zhou, Xiaoqing Li & Qiong Li. Relations of Instructional Tasks to Teacher–Student Discourse in Mathematics Classrooms of Chinese Primary Schools

Cognition and Instruction, V.32, pages 2-43 Issue 1, 2014.

Li, Q. and Ni, Y.(2012) Debates on education curriculum reform and teachers’ challenges in China. Chinese Education and Society, 4, 9-21.

Li, Q. & Dandan, Wu (2012).  Key features of elementary and secondary outstanding teachers: Findings of a discriminant analysis. Educational Journal, 5, 89-94.

Li, Q. & Heng Wang（2012）：Professional life cycles of elementary teachers：A cluster analysis. Journal of Teacher Educational research, 3: 26-30.

Li, Q. & Mei-juan, Ding (2012）：Professional life cycles of teachers with more than ten years of teaching experience. Global Education, 6.

Li, Q., Mei-jua, Ding（2012）：Trends in teaching force indicator system of international basic education.Comparative Education Review, 4: 63-67.

Li, Q., Yujing Ni (2011). Impact of curriculum reform: Evidence of change in classroom practice in mainland China. International Journal of Educational Research, 50, 2, 7-25.

Yujing, Ni. Li, Q. (2011). Influence of curriculum reform: An analysis of student mathematics achievement in Mainland China. International Journal of Educational Research, 50, 2, 100-116.

SELECTED GRANTS

Principal Investigator, Teacher education evaluation in China. Ministry of Education Grants. 2017-2020.

Principal Investigator, Teacher resilience in Chinese rural areas. Ministry of Education Grants. 2014-2016

Co-Investigator, A study of novice teachers’ development of mathematical knowledge for teaching and the influence of previous preparation, school context and opportunities to learn-on-the-job. International comparative study across 15 counties, 2013-2016

Principal Investigator, Chinese teachers’ professional development in a changing context. Ministry of Education Grants. 2009-2012.

Co-Investigator, Has Curriculum Reform Made a Difference? Looking for Change in Classroom Practice. HKRGC. 2007-2010.

Principal Investigator, Classroom teaching evaluation in elementary mathematics. Beijing committee of Education Grant. 2006-2009.