Peer-Reviewed Articles in English
1) Wang, Z., Yuan, R., Zhang, H., & Qiu, L. (2025). Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China. Professional Development in Education. 1–19. https://doi.org/10.1080/19415257.2025.2486055 [SSCI]
2) Yuan, R., Wang, Z., Liao, W., Wu, W. R., & Fang, S. Y. (2024). Probing university teachers’ self-study experiences: insights from a systematic review spanning two decades. Studies in Higher Education, 50(4), 896–916. https://doi.org/10.1080/03075079.2024.2360546 (Corresponding author) [SSCI]
3) Wang, Z., Yuan, R., & Wang, K. (2024). Unlocking the power of big ideas in education: a systematic review from 2010 to 2022. Research papers in Education, 39(5), 822–850. https://doi.org/10.1080/02671522.2024.2358019 [SSCI]
4) Wang, Z., Tsang, A., Yuan, R., & Yang, M. (2023). Probing curriculum coherence in pre-service teacher education: an exploratory study. Journal of Education for Teaching, 49(4), 739–742. https://doi.org/10.1080/02607476.2023.2169601 [SSCI]
5) Wang, Z., Yuan, R., & Liao, W. (2022). Learning to teach through recursive boundary crossing in the teaching practicum. Teachers and Teaching, 28(8), 1000-1020. https://doi.org/10.1080/13540602.2022.2137139 [SSCI]
6) Yuan, R., Wang, Z., & Liu, S. (2023). When big ideas meet critical thinking in lesson study: insights from a pre-service language teacher education course. Language Teaching Research, 1-21. https://doi.org/10.1177/13621688231211664 [SSCI]
7) Yuan, R., Liu, S., & Wang, Z. (2025). Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course. International Journal of Multilingualism, 22(2), 921-943.https://doi.org/10.1080/14790718.2023.2268120 [SSCI]
8) Liao, W., Li, X., Dong, Q., & Wang, Z. (2023). Non-university-based teacher educators’ professional learning: a systematic review. Teaching and Teacher Education, 136, 104374. https://doi.org/10.1016/j.tate.2023.104374 [SSCI]
9) Yuan, R., Liao, W., Wang, Z., Kong, J., & Zhang, Y. (2022). How do English-as-a-foreign-language (EFL) teachers perceive and engage with critical thinking: a systematic review from 2010 to 2020. Thinking skills and creativity, 101002. https://doi.org/10.1016/j.tsc.2022.101002 [SSCI]
10) Liao, W., Liu, M., Wang, Z., & Qin, K. (2022). Chinese expert teachers’ critical thinking strategies for professional growth. Professional Development in Education, 50(6), 1089–1103. https://doi.org/10.1080/19415257.2022.2097290 [SSCI]
Peer-Reviewed Articles in Chinese
1) Wang, Z. X., Zhou, J. Study on the tripartite guidance mode in preservice teacher internship: taking Elementary Teacher Preparation Program of Michigan State University as example. International and Comparative Education, 44(05),78-85. (CSSCI) [职前教师实习的三方指导模式研究——以美国密歇根州立大学小学职前教师培养项目为例]
2) Wang, Z. X., Zhang, Y. Q., He, K. W., & Yuan, L. (2020). The influence of school climate on the job satisfaction of rural school teachers: the mediating role of teacher leadership and teacher self-efficacy. Teacher Education Research, 6, 84-90+98. (CSSCI) [乡村教师感知的学校氛围对其工作满意度的影响：教师领导力和自我效能感的中介作用]
3) Sang, G. Y., & Wang, Z. X. (2020). Meta-ethnography and its significance to educational research. Journal of Research on Education for Ethnic Minorities, 2, 63-68. (CSSCI) [元民族志研究方法及其对教育研究的价值] (Corresponding author)
4) Liao, W., & Wang, Z. X. (2021). Discussion on academic teacher educators’ challenges of and strategies for constructing professional identity. The Journal of Teacher Education. 2021, 8(04), 65-73. [学术型教师教育者的身份建构] (Corresponding author)
5) Yuan, L., Hu Y. X., Wang, Z. X., & Chen B. L. (2020). On the evidence-based lesson study: new paradigm of teacher education. Teacher Education Research, 32(4), 17-23+44. (CSSCI) [论循证课例研究的实践:教师教育的新取向]
6) Wang, Z. X., Zhang, Y. Q., & Cheng, L. (2019). Measurement of kindergarten teachers’ professional identity and its relationship to social support. Journal of Inner Mongolia Normal University (Educational Science), 10, 61-69. [幼儿园教师职业认同的测量及其与社会支持的关系]
