Name:

YIN Yue

Email:

yinyue@jiangnan.edu.cn

Research direction:

sociology of education

Personal introduction: (text description about 500 words)

Since joining the Department of Education at the School of Humanities, Jiangnan University in 2019, I have been dedicated to teaching and research in the field of Sociology of Education. I serve as the lead lecturer for courses such as "Sociology of Education" and "Theories of Teacher Professional Development", with a focus on nurturing students' critical thinking and independent reasoning skills. My research primarily concentrates on educational equity and the career development of young teachers. I have published over 10 academic papers and book chapters, participated in numerous domestic and international educational conferences, and served as a reviewer for several academic journals.

Learning Experience:

2014.09-2018.07 Queensland University of Technology Ph.D. in Sociology of Education

2011.09-2014.07 Beijing Normal University Master's in Educational Theory

2007.09-2011.07 Binzhou University  Bachelor's in Early Childhood Education

Research projects conducted in the last five years (Max. 5 items)

1. Research on classroom interaction in English-taught courses in the context of“Studying in Jiangsu” (C-b/2020/01/14), Jiangsu Provincial Education Science

2. Research on the work values of young teachers in Jiangsu Universities (2022SJYB0963), Jiangsu Province Philosophy and Social Sciences Planning Project.

Representative academic papers (Max. 5 papers)

1. Yin, Y.M., Mu, G.M. (2023). Thriving in the neoliberal academia without becoming its agent? Sociologising resilience with an early career academic and a mid-career researcher. Higher Education, 86(1): 65-80.

2. Yin, Y.M., Mu, G. M. (2022). Reproducing the urban or reappraising the local? Extracurricular activities developed by fellows in an alternative teacher preparation programme in China. Journal of Education for Teaching, 48 (1): 21-34.

3. Yin, Y.M., Mu, G. M. (2022). Examination-oriented or quality-oriented? A question for fellows in an alternative teacher preparation program in China. The Australia Educational Researcher, 49 (4): 727-742.

4. Yin, Y.M., Mu, G. M. (2020). Recognising localised pedagogical capital: A reflexive revisit of an alternative teacher preparation programme in China. Educational Philosophy and Theory, 52 (12): 1290–1301.

5. Yin, Y.M., Dooley, K., & Mu, G. M. (2019). Why do graduates from prestigious universities choose to teach in disadvantaged schools? Lessons from an alternative teacher preparation program in China. Teaching and Teacher Education, 77, 378-387.

Other（optional）