Dr. Jiali Huang is a professor at the Teacher Education Research Institute, a key research base for humanities and social sciences at Beijing Normal University, designated by the Ministry of Education of China. Previously, she served as a primary school teacher in Taiwan, the head of the Division of Educational Practicum at the School of Teacher Education at Taiwan Normal University, the Secretary-General of the Taiwan Association of Teacher Education, and the Taiwan Philosophy of Education Society in Taiwan, and a board member of the Comparative Education Society, Taiwan Association of Teacher Education, and the Taiwan Association for Sociology of Education. She also serves as the Secretary-General of the Teacher Education Evaluation Committee, a member of the Teacher Qualification Examination Committee, a member of the Teacher Certificate Issuance Committee, an evaluation committee member for higher education, Teacher Education Programme, secondary and primary school affairs and school principle.

 

Dr. Huang has received academic awards from Taiwan Normal University, recognition as an outstanding teacher, and the Innovative Curriculum Lecture at Ming Chuan University. She is also recognized as an outstanding alumna of Taipei Municipal University of Education in the field of academic research. She acts as a reviewer for CSSCI, TSSCI and SSCI journals and serves as a guest editor for the Journal of Research in Education Sciences and the Journal of Curriculum Studies. She has led more than 46 large-scale research projects. Currently, she conducts “Research on the construction of high-quality teacher education system driven by secondary date” and “Research on the path and mechanism of third-party evaluation of teacher education quality”. She has also been the lead researcher for projects such as “The Current Situation of Teacher Education Systems and Teacher Quality in Various Countries (Regions)” and “Teacher Education in Taiwan: State Control vs. Marketization" (Routledge). Additionally, she has led research on “Teaching and Learning International Survey (TALIS): Meta research of teacher education and school education development and international comparison”.

 

Dr. Huang has edited 7 specialized books on teacher education issues and 12 books on pedagogical content knowledge (PCK). Her academic monographs include “Research on Teacher Quality Management and Certification System” (2008), “Standard-based Teacher Training Concepts and Practices" (2013), and “Research on the Quality Assurance System of Teacher Education” (2018). She has authored over 150 papers in SSCI, CSSCI, and TSSCI journals, as well as in double-reviewed journals and specialized books.

Professor Jiali Huang (Jia-Li, Huang)

Curriculum Vitae

 

Contact

641 Yingdong Building,

19 Xinjiekouwai Street, 100875

Haidian District, Beijing

P.R. China

E: carriehng@bnu.edu.cn    

 

Academic Qualifications and

Doctor of Philosophy-Education - Taiwan Normal University, 2003

Master of Education - Taiwan Normal University, 1997

Bachelor of Education- Normal College of Taipei, 1993

 

Employment History

Faculty of Education, Beijing Normal University, 10.2020 - present

School of Teacher Education, Taiwan Normal University, 8.2017 - 7.2020

Department of Teacher Education and Career Counselling, 8.2009 - 7.2017

Graduate School of Education, Ming Chuan University, 7.2004 - 7.2009

Taipei Yan Ping Primary School, 8.1993 - 7.1994

 

Visiting History

School of Education, Hiroshima University, Japan, 6.2017 - 8.2017

 

Social Services History

Secretary General of the Taiwan Association of Educational Philosophy 3.2020-3.2022

Deputy Secretary General of the Taiwan Association for Teacher Education 1.2013 - 1.2017

Secretary General of the Taiwan Association for Teacher Education 1.2017-1.2019

Director of the Taiwan Association for Teacher Education 1.2019.01 - present

Director of the Taiwan Association for Sociology of Education 1.2015 - present

Member of the Teacher Training Accreditation Committee (Teacher Certification Committee)

Member of the Teacher Qualification Examination Committee

Member of the Teacher Certificate Issuance Committee

Evaluator for Higher Education Programs

Evaluator for Senior Secondary School Administration

Evaluator for Taipei City High Schools, Junior High Schools, and Elementary Schools

 

Awards

Award for Outstanding Talents

Distinguished Alumni of Taipei Municipal University (Academic Category)

Academic Award of National Taiwan Normal University

Outstanding Teaching Award of National Taiwan Normal University

Curriculum Innovation Award of Ming Chuan University

 

Teaching Work

Education Sociology

Sociological Research on Teachers

Educational Research Methods

Professional Development of Teachers

Sociological Research on Teacher Professionalism

Quality Assurance in Teacher Education

 

Publications (recent 5 years)

·         Academic Journal Articles (47)

Sun, X., & Huang, J. (2024). Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective. International Journal of Educational Research, 102359（SSCI）

Xiao, L., & Huang, J. (2024). Configuration and enhancement strategies of TPACK among primary and secondary school teachers in underdeveloped rural areas: An analysis based on QCA. Educational Science Research, (2), (CSSCI Extension)

Huang, J., & Li, X. (2024). A genealogical examination of teacher education discipline construction. Teacher Education Research, 36(01), 1-7. DOI: 10.13445/j.cnki.t.e.r. (CSSCI)

Zhou, J., & Huang, J. (2023). Consistency analysis of qualitative research paths: A case study of four research paths. Academic Degrees & Graduate Education, (9), 27-35. (CSSCI)

He, W., & Huang, J. (2023). Analysis of the main contradictions in learning in pre-service teacher practice scenarios. Teacher Education Research, 35(04), 81-89. (CSSCI)

Huang, J., & Sang, G. (2023). Conceptualising critical thinking and its research in teacher education: A systematic review. Teachers and Teaching: Theory and Practice. doi:10.1080/13540602.2023.2212364 (SSCI)

Huang, J. (2023). Policy text analysis of the evolution of China's teacher workforce development since the 21st century. Journal of Northwest Normal University (Social Sciences), 60(3), 69-78. (CSSCI)

Sang, G., Ye, B., Huang, J., & Luo, Y. (2023). Constructing a project-based learning standard model for core literacy in China. Chinese Journal of Distance Education, (06), 49-55. (CSSCI)

Huang, J., Sang, G., & He, W. (2023). Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs. Frontiers in Psychology, 14:1116321. doi: 10.3389/fpsyg.2023.1116321 (SSCI)

Li, L., & Huang, J. (2023). Exploring preservice teachers’ belief changes during early childhood education teaching practicum in China: A case study. Asia Pacific Journal of Education, doi: 10.1080/02188791.2023.2167806 (SSCI)

He, W., & Huang, J. (2022). Types of emotional change patterns in pre-service teachers’ practice scenarios. Teacher Education Research, 34(6), 95-101. (CSSCI)

Ye, B., Sang, G., & Huang, J. (2022). A research on school climate of curriculum and teaching innovation: Take a project-based learning characteristic school as a case. Global Education, 51(7), 162-174. (CSSCI)

Huang, J., Chen, M., & Weng, X. (2022). Clustering and trend analysis of international teacher education research from 1980 to 2020. Journal of Research in Education Sciences, 67(3), 1-35. (TSSCI)

Liu, M., & Huang, J. (2022). Research on the quality assurance system of teacher education in England from the perspective of new managerialism. Studies in Foreign Education, 49(7), 87-100. (CSSCI)

Huang, J., & Wu, C. (2022). Content and language integrative learning for teaching theoretical language of sociology of education to preservice teachers: A quasi-experimental study. Journal of Research in Educational Studies, 67(2), 1-25. (TSSCI) (CSSCI)

Huang, J. (2022). Self-propulsion of teachers’ active participation in change: Reflexive thinking on action. Chinese Teachers, (5), 6-10.

Xiao, L., & Huang, J. (2022). “Temporal Linkage, Capital Incubation, and Situational Transition”: The construction of practical knowledge spiral of American university teachers. Jiangsu Higher Education, (5), 110-117. (CSSCI)

Sang, G., Huang, J., Chao, T., Ye, B., & Muthanna, A. (2022). Understanding rural school teachers’ professional agency and its relation to social structure. Educational Studies, 53(2). http://doi.org/10.1080/00131946.2022.2051033

Huang, B., & Huang, J. (2022). Perspectives on Professor Yang Shenkeng's research on teacher education. Journal of Taiwan Philosophy of Education, 6(1), 111-136.

Huang, J., & Xie, C. (2022). Why is teacher professional development ineffective? Logistic validation of the results of the TALIS 2018 survey of junior high school teachers in Taiwan. Educational Science Research, 67(1), 1-32. https://doi.org/10.6209/JORIES.202203_67(1).0001 (TSSCI) (CSSCI)

Huang, J., Sang, G., & Chao, T. (2022). Self-Worth as a mediator and moderator between teacher-student relationships and student engagement in rural schools. Frontiers in Psychology, 12:777937. doi: 10.3389/fpsyg.2021.777937 (SSCI)

Huang, J., Zhou, J., & Liu, M. (2021). Research on the quality assurance mechanism of teacher education in Taiwan under the new managerialism. Journal of Taiwan Education Studies, 2(6), 27-53.

Liu, W., Song, S., & Huang, J. (2021). Factors influencing the willingness of pre-service teachers to use online teaching: A survey of 13 normal universities. Chinese Higher Education Research, (8), 48-55. (CSSCI)

Huang, J. (2021). Review of “Teacher Agency: Ecological Perspective”. Contemporary Education Research Quarterly, 29(2), 95-103. (TSSCI)

Huang, J., Chen, Z., & Song, S. (2021). An empirical study on the most suitable theory of internal dynamic of Tibetan teachers' professional development. Journal of Northwest Normal University (Social Sciences), 58(4), 64-76. (CSSCI)

Huang, J., & Wu, J. (2021). Construction and trial operation results analysis of performance-oriented education internship performance evaluation system. Journal of Research in Education Sciences, 66(1), 1-38. (TSSCI) (CSSCI)

Huang, J., Ye, B., & Sang, G. (2021). Research on the influencing factors of teacher professional development in ethnic minority areas from the perspective of field theory: An analysis based on a multilevel linear model. Educational Research and Experiment, 1, 86-93. (CSSCI)

Huang, J., Wang, S., & Ding, Y. (2020). A case study of school atmosphere supporting teacher professional development. NTTU Educational Research Journal, 31(2), 39-77.

Sang, G., Ye, B., & Huang, J. (2020). Teacher agency: Connotation, dimensions, and evaluation. Education Policy Review in China, 2019, 116-133. (CSSCI)

Li, B., Wu, Z., & Huang, J. (2020). A preliminary study on the evaluation system of primary and secondary school teachers in Russia: Based on Foucault’s perspective of “governmentality”. Modern Education Management, 11, 123-128. (CSSCI expansion)

Wang, J., & Huang, J. (2020). Analysis of recent trends in teacher professional development in primary and secondary schools in Taiwan. Contemporary Teacher Education, 13(3), 58-62.

Huang, J., & Sang, G. (2020). On the evaluation system and evolution of teacher education in Taiwan: A quality-oriented perspective. Teacher Education Research, 32(4), 68-75. (CSSCI)

Chao, T. Y., Sung, Y. T., & Huang, J. (2020). Construction of situational judgment tests for teachers. Asia-Pacific Journal of Teacher Education, 48(4), 355-374. (SSCI)

Huang, J., & Zhang, J. (2020). Teacher education institutions in crisis: An analysis based on the perspective of organizational group ecology. Monthly Review of Education Research, 314, 101-115.

Huang, J., Chen, X., Wang, J., & Hong, R. (2020). Construction and application of pre-service teacher professional competence and curriculum standards. Journal of Research in Education Sciences, 65(2), 1-35. (TSSCI) (CSSCI)

Pei, L., Tang, Y., Huang, J., & Li, Q. (2020). Comparative study on the factors affecting job satisfaction of high-performing teachers in four East Asian countries. Teacher Education Research, 32(1), 51-59. (CSSCI)

Huang, J., Sang, G., & Ye, B. (2020). A case study of teacher agency in the 12-year basic education curriculum reform: A social structure dualism perspective. Curriculum and Instruction Quarterly, 23(1), 61-92. (TSSCI)

Huang, J., Han, B., & Sang, G. (2020). Characteristics of teacher rotation system in China and South Korea: A comparative study based on governance. Studies in Foreign Education, 47(1), 3-15. (CSSCI)

Xiao, L., & Huang, J. (2020). “Double spiral of knowledge creation”: A narrative study of practical knowledge development of American university teachers. University Education Science, 179, 66-72. (CSSCI)

Zhou, J., Huang, J., & Wang, X. (2019). Cultivating culture-responsive teachers: Ideals and practices. Teacher Education Research, 31(6), 13-20. (CSSCI)

Xiao, L., & Huang, J. (2019). A mutually beneficial “education ecosystem”: A case study of American university flipped classroom training college students’ “4C” literacy. Journal of Southwest Minzu University (Humanities and Social Sciences Edition), 12, 218-225. (CSSCI)

Sang, G., Ye, B., & Huang, J. (2019). Professional autonomy development of rural teachers from the perspective of social support: A field study based on H Middle School. Teacher Development Research, 3(2), 1-8.

Huang, J., Chen, Y., & Sang, G. (2019). “Is a teacher professional”: An empirical exploration of the results of classroom debates on "sociology of education" for normal students in Taiwan. Teacher Education Research, 31(3), 99-109. (CSSCI)

Huang, J., Xie, Z., & Ding, Y. (2019). Comparative study of Taipei City and TALIS teacher professional development in three Asian countries. Chung Cheng Educational Studies, 18(2), 1-42.

Huang, J. L., Tang, Y. P., He, W. J., & Li, Q. (2019). Singapore’s school excellence model and student learning: Evidence from PISA 2012 and TALIS 2013. Asia-Pacific Journal of Education, 39(1), 96-112. doi:10.1080/02188791.2019.1575185.

Huang, J. (2019). Historical exploration of the public-funded teacher training system. Journal of Research in Education Sciences, 64(2), 99-129. (TSSCI) (CSSCI) doi:10.6209/JORIES.201906_64(2).0004.

Huang, J., & Sang, G. (2019). Evolution of teacher education quality assurance mechanism in Taiwan after 1994. Journal of Teacher Education, 6(1), 37-44.

 

·         Book chapters (4)

Huang, J. (2022). Teacher professional development from the perspective of transformative agency. In J. Zhu & J. Wang (Eds.), 2050 Vision of Education in Taiwan: Reconstruction of Educational Values and School Functions (pp. 127-149). Taipei: Studium.

Huang, J. (2022). Analysis of teacher agency in school innovation. In Curriculum and Instruction Society (Ed.), Curriculum and Instruction Towards School Activities and Local Revitalization (pp. 151-175). Taipei: Studium.

Huang, J. L. (2021). The development of quality assurance mechanism for teacher education in Taiwan. In X. D. Zhu & H. Soog. (Eds.), Envisioning teaching and learning of teachers for excellence and equity in education (pp. 45-67). Singapore: Springer.

Huang, J. L. (2020). Teachers as learning professionals. In M. Peters (Ed.), Encyclopedia of Teacher Education. Springer, Singapore.

 

Projects (recent 5 years)

Huang, J. (2023). Research on the Construction of a High-Quality Teacher Education System Driven by Secondary Data. Major Projects Supported by Key Research Institute of Humanities and Social Sciences for Universities, Ministry of Education (Project No. 22JJD880008).

Huang, J. (2022). Study on the Path and Mechanism of Third-Party Evaluation of Teacher Education Quality. Funded by the First-class Discipline Training Action Program, Beijing Normal University (Project No. YLXKPY-ZYSB202203).

Huang, J. (2022). Research on Near-Infrared Optical Imaging of Moral Judgment Mechanism for Normal Students. Beijing Normal University Teacher Education Research Center Cultivation Project (Project No. 22CTERPY001).

Huang, J. (2021). Study on the Path and Mechanism of Cultivating International Education Literacy for Normal Students. Funded by the International Education Project of Huiyan International College, Faculty of Education, Beijing Normal University (Project No. 2022HICR0007).