文字：

方燕萍 副教授 (博導)

研究領域：

  • Teacher learning from work practices as boundary-crossing experiences
    • Homework practices in China/Shanghai
    • Lesson study for instructional improvement and student learning
    • Teacher narratives for identity making and resilience practices
  • International cross-cultural comparative studies in education
  • Developing teacher online learning resources and learning platforms
  • Mathematics education

 

聯繫資料：
郵箱地址：yanping.fang@nie.edu.sg

 

Fang Yanping

Associate Professor

National Institute of Education

Nanyang Technological University

 

Academic Qualifications

2005

1990

PhD (Curriculum, Teaching and Educational Policy), Michigan State University

MA (English Language and Literature), Shanghai Normal University

1990

BA (English Language and Literature), Shanghai Normal University

 

Summary of Work Experience

2013 - Present

Associate Professor, National Institute of Education, NTU

2008-2013

Assistant Professor, Curriculum, National Institute of Education, NTU

2005-2008

 

Assistant Professor, Center for Research in Pedagogy and Practice, National Institute of Education, NTU

09/1998-05/2005

Research Associate & Teaching Assistant College of Education, Michigan State University (MSU)

09/1990-06/1998

Research Staff, Shanghai Institute of Human Resource Development, Shanghai Academy of Educational Sciences

 

Most Recent Publications

 

Fang, Y., Wang, X., & Lee, C. K.E. (2019). Representing instructional systems through a process analysis of research lessons – A case of equivalent fractions in Singapore. Huang, R., Takahashi, A., & Ponte, J. (Eds.), Theory and practices of lesson study in mathematics: An international perspective, New York: Springer.

Fang, Y., & Mizusawa, K. (2019). The power of narrative and metaphor in constructing and reconstructing teacher identity. Hanne, M., & Kaal, A. (Eds.), Look Both Ways: Narrative and Metaphor in Education. New York: Routledge.

Fang, Y. (2017). School-based teaching research and lesson-case study in mediating the second-cycle curriculum reform in Shanghai. International Journal of Lesson and Learning Studies, 6(4), 293-305.

Goh, R., & Fang, Y. (2017). Improving English language teaching through lesson study: Case study of teacher learning in a Singapore primary school grade level team. International Journal for Lesson and Learning Studies, 6(2), 135-150.

Huang, R., Fang, Y., & Chen, X. (2017). Chinese lesson study: a deliberate practice, a research methodology, and an improvement science. International Journal of Lesson and Learning Studies, 6(4), 270-282.

Fang, Y. (2015). Pedagogical and curriculum potentials of homework: Explaining and commenting on homework in geometry proofs: A case study of Shanghai. In Fan, L., Wong, N.Y., Cai, J., & Li, S. (Eds.), How Chinese teach mathematics: Perspectives from insiders. London: World Scientific.