祝剛，男，華東師範大學教育學部國際與比較教育研究所副教授，碩士生導師，華東師範大學杜威教育思想研究中心副主任。美國著名公立研究型大學德州A&M大學博士，主要研究領域為課程教學論、教師教育和比較教育。曾獲得國際教師與教學研究協會最優博士論文獎（2019年）和一系列國際學術研究獎，發表多篇中英文CSSCI、SSCI論文和著作章節，在美國、英國、加拿大、西班牙、羅馬尼亞、韓國和中國等國際學術會議上做過多場學術報告。擔任國際SSCI期刊Asia-Pacific Journal of Teacher Education的助理主編，同時擔任10餘本國際知名SSCI期刊和主要國際教育研究協會的論文評審人。
個人經歷,主要社會兼職,學術研究,研究方向,研究課題,
個人經歷
2013-2018 美國德州A&M大學教育與人類發展學院博士
2012.07-2013.01 北京師範大學教師教育研究中心 研究與教學助理
2013.08-2016.05 美國休斯頓大學教育學院 研究助理
2018.08始 華東師範大學國際與比較教育研究所 副教授
主要社會兼職
助理主編，Asia-Pacific Journal of Teacher Education(SSCI)
編輯委員會，International Journal of Contemporary Educational Research，Race Ethnicity and Education, Multicultural Education REview
英國學術出版社Routledge和Palgrave Macmillan專著評審專家
學術研究
研究方向
教師教育、課程與教學、美國教育公平改革、文化適應性教學、OECD全球教育治理、國際教育政策借鑑、批判性思維等
研究課題
中國和西班牙實習教師的專業學習與專業身份構建研究
複雜性理論與邊界跨域理論視角下的中國職前教師國際教學實習研究
所授課程
全英文研究生課程：國際教師教育研究(碩士、博士層次) 質性研究方法的流派與運用 英文論文的寫作與發表
所獲獎項
優秀共產黨員
Bruce Thompson 最優論文獎 美國西南教育研究協會
2019最優博士論文獎國際教師與教學研究協會
2019最優論文獎國際教師與教學研究協會
2013-2018 Graduate Assistantship Fellowship,美國德州A&M大學
06/2018 Academic Excellence Scholarship, 美國德州A&M大學
05/2018 Southerland Aggie Leader Scholarship, 美國德州A&M大學
05/2018 Leon Bailey Trust Academic Excellence Scholarship, 美國德州A&M大學
02/2018 Dean’s Award, 美國西南教育研究協會
02/2018 Best Article Award, 美國西南教育研究協會
01/2018 J.Malon Southerland Aggie Leader Scholarship (Top 2%), 美國德州A&M大學
01/2018 Research Travel Award (Top 10%)，美國德州A&M大學
09/2017 Research Grant Award (Top 10%)，美國德州A&M大學
05/2017 Sam W and Mary Richards Martin Endowed Scholarship (Top 2%)，美國德州A&M大學
09/2016 Research Grant Award, 美國德州A&M大學
07/2016 Future Faculty Fellowship (Top 2%)， 美國自然科學基金會
07/2014 Texas Public Education Grant Scholarship, 德克薩斯州教育部
代表作品學術論文
中文論文
1.《新自由主義背景下歐美國家教師教育改革研究》《教育評論》2020年第6期
2.《西方教師倫理研究：回溯與評論》《外國教育研究》 2019年第2期
3.《蘇格蘭“卓越課程”評價體系的特色及其啟示》《教育評價與測量（理論版）》2012年6月
4.《優秀教師的修煉與整飾：印象管理的視角》《中國教師》 2012年8月
5.《教學中和諧與衝突的二元悖論及其超越——兼論教學衝突的教育意蘊》《基礎教育》 2011年10月
6.《跨越式教育:跨越的不僅是教育,更是孩子們的人生》《中國教師》2011年6月
英文論文
7. Zhu, G. & Zhu, J. (2021). Positioning preservice teachers’ reflections and I-positions in the context of teaching practicum: A dialogical-self theory approach. Journal of Professional Capital & Community SSCI
8. Zhu, G. (2020). Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. International Journal of Educational Research SSCI
9. Zhu, G., Xu, G., Li, Y., & Chen, B. (2020). Typology of OECD’s global educational governance and its policy effect. Comparative Education Review 64(3), 525-542. SSCI
10. Zhu, G., Chen, B., Li, D., & Li, C. (2020). Examining preservice teachers’professional learning experience during the international teaching practicums: Insights from complexity theory and boundary-crossing. Journal of Education for Teaching SSCI
11. Zhu, G., Rice, M., Rivera, H., Mena, J., & van der Want, A. (2020). “I did not feel any passion for my teaching”: A narrative inquiry of beginning teacher attrition in China.Cambridge Journal of Education SSCI
12. Zhu, G., Rice, M., Li, G., & Zhu, J. (2020). EFL student teachers’ professional identity construction: A study of student-generated metaphors before and after student teaching. Journal of Language, Identity, & Education SSCI
13. Zhu, G. (2020) “Educate your heart before your mind”: The counter-narratives of one urban school teacher’s asset-, equity-oriented pedagogies in one urban school. Urban Education SSCI
14. Zhu, G., Iglesia, P., Wang, K. (2020). Examining Chinese and Spanish preservice teachers’ practicum experiences: A transformative learning perspective. Journal of Education for Teaching 46(1), 124-128. SSCI
15. Zhu, G. (2020). A prism of the educational utopia: East Asian Educational Model, reference society, and reciprocal learning. Discourse: Studies in the Cultural Politics of Education SSCI
16. Zhu, G., Peng, Z., Hu, X., & Qiu, S. (2019). Extending critical race theory to Chinese education: Affordances and constraints. Compare: A Journal of Comparative and International Education DOI: 10.1080/03057925.2019.1602966
SSCI, Impact Factor: 1.828
17. Zhu, G., Peng, Z., Wang, K. (in press). Carp Leaping Over the Dragon Gate: Chinese and American student teachers’ professional identities amid equity-oriented teacher education programs. Journal of Education for Teaching
SSCI, 2018 Impact Factor: 1.373
18. Zhu, G., Peng, Z., Iglesia, P. (in press). Examining Chinese and Spanish preservice teachers’ practicum experiences: A transformative learning perspective. Journal of Education for Teaching
SSCI, 2018 Impact Factor: 1.373
19. Xu, Z., Banerjee, M., & Ramirez, G., Zhu, G., & Wijekumar, K. (2018). The effectiveness of educational technology applications on adult English language learners’ writing quality: A meta-analysis. Computer Assisted Language Learning. 32(1-2), 132-162. DOI: 10.1080/09588221.2018.1501069
SSCI, Impact Factor: 1.928
20. Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation in the teaching practicums. The Asia-pacific Education Researcher 27(6), 441-453. (Corresponding author and substantial contribution) DOI: 10.1007/s40299-018-0404-3
SSCI, Impact Factor: 0. 846
21. Zhu, J., Zhu, G., (2018). Understanding student teachers’ professional identity transformation through metaphor: An international perspective. Journal of Education for Teaching 44(4), 500-504. DOI: 10.1080/02607476.2018.1450819
SSCI, Impact Factor: 1.111
22. Zhu, G. Waxman, H., Rivera, H., & Burlbaw, L. (2018). The micropolitics of student teachers’ professional vulnerability during teaching practicums: A Chinese perspective. The Asia-pacific Education Researcher 27(2), 155-165.
DOI: 10.1007/s40299-018-0374-5
SSCI, Impact Factor: 0. 633
23. Zhu, G. (2017). Chinese student teachers’ perspectives on becoming a teacher in the practicums: Emotional and ethical dimensions of identity shaping. Journal of Education for Teaching. 43(4), 491-495. DOI: 10.1080/02607476.2017.1341162
SSCI, Impact Factor: 1.111
24. Zhu, G. (2017). “The Monkey King meets the Spiderman”: Narrative inquiry into Chinese students' academic socialization experiences in a U.S. university. Frontiers of Education in China.12(1), 98-119. DOI: 10. 3868/s110-006- 017-0006-6
Emerging Sources Citation Index, SCOPUS
25. Zhu, G. (2017). Respecting the dignity of each learner in teaching culturally-relevant pedagogy—A person-centered learning approach. The Person-centered Journal. 24(1)
The oldest continuously running person-centered peer reviewed publication in English.
26. Zhu, G. (2015). Cultivating wide-awakeness: An imperative mindset in education.
Leaders of Learners.7(1), 25-30.
Issued by Texas Association for Curriculum Development
27. Zhu, G. (2014). Collaborative and reflective student teaching for profession-ready teachers. Leaders of Learners.6 (2), 15-18.
Issued by Texas Association for Curriculum Development
著作章節
1.祝剛. Carp Leaping Over Dragon Gate: Narrative inquiry of the Chinese and American student teachers’ professional identities in the teaching practicums. Rowman & Littlefield. 2021年出版.
2.祝剛. Examining the dynamics of teachers' agency, resilience, and identity in the neo-liberal age. Routledge. 2021年出版.
3.祝剛譯. 《教育研究：一項非正統性介紹》北京師範大學出版社，2021年出版.
4. Peng, Z. & Zhu, G. (In press). Teaching comparative education in China: Retrospect and
reflection. In Peters, M. (Eds.). (2019). SpringerEncyclopedia of Teacher Education. Springer Nature Singapore Pte Ltd.
5. Zhu, G. (2019). “My biggest mission has always been reaching the unreachable”: The
counternarratives of one urban school teacher’s culturally-responsive teaching and critical caring in one urban school. In Steinberg, S., Down, B., Grande, S., & Nix-Stevenson, D. (Eds.). (2018). The SAGEhandbookofcriticalpedagogies. Thousand Oaks, CA: Sage.
6. Zhu, G. (2017). “Traditional teaching method still holds water.” Narrative inquiry of student teachers’ professional identities at the intersections of teacher knowledge and subject matter knowledge. In Chan, E., Keyes, D., & Ross, V. (Eds.). (2017).Intersections of teacher knowledge and subject matter knowledge: Narrative approaches at the crossroads of the classroom (p. 225-247). Bingley, UK: Emerald Group Publishing. DOI: 10.1108/S1479-368720160000028018.
國際會議論文
Zhu, G. (2021). Ride with the Devil: How PISA affects teacher professionalism, subjectivity,and teaching in the neo-liberal age? Paper presentation at the American Educational Research Association Annual Meeting. Orlando, Florida, April 9-12, 2021.
Zhu, G.(2021). Chinese student teachers’ teaching practicum experiences: Insights from transformative learning, third space, and dialogical-self theory. Paper presentation at the American Educational Research Association Annual Meeting. Orlando, Florida, April 9-12, 2021.
Zhu, G.(2021). How do beginning teachers achieve their professional agency and resilience during the COVID-19 pandemic? A social-ecological approach. Paper presentation at the American Educational Research Association Annual Meeting. Orlando, Florida, April 9-12, 2021.
Zhu, G. (2021). Unpacking Chinese EFL student teachers’ professional identity formation through metaphors. Paper presentation at the American Educational Research Association Annual Meeting. Orlando, Florida, April 9-12, 2021.
Zhu, G.(2021). EFL student teachers’ professional identity construction: A study of student generated metaphors during student teaching period. Paper presentation at the American Educational Research Association Annual Meeting. Orlando, Florida, April 9-12, 2021.
Zhu, G. & Peng, Z. (2020). Why do we still need John Dewey in the 21st century? Revisiting Dewey’s academic influence in China and beyond. Paper presentation at the American Educational Research Association Annual Meeting. San Francisco, California, April 17-21, 2020.
Zhu, G. & Peng, Z. (2020). Leveraging third space amid Chinese and Spanish student teachers’ teaching practicums: A transformative learning perspective. Paper presentation at the American Educational Research Association Annual Meeting. San Francisco, California, April 17-21, 2020.
Chen, B., Pei, X., & Zhu, G. (2020). Question chains: Effective way for student teachers to promote science talk in the inquiry-based classroom. Paper presentation at the American Educational Research Association Annual Meeting. San Francisco, California, April 17-21, 2020.
Zhu, G. Chen, B., Li, D., & Li, C. (2019). Examining Shanghai preservice teachers’ international teaching practicum experiences：Insights from complexity theory and boundary-crossing concept. Paper presentation at 5th Sino-German International Symposium on Dialogue of Teaching Theory, Wuhu, Anhui Province. September 26-27, 2019.
Zhu, G. Chen, B., Li, D., & Li, C. (2019). Examining Shanghai preservice teachers’
international teaching practicum experiences：Insights from complexity theory
and boundary-crossing concept. Paper presentation at 2019 British Educational
Research Association Annual Meeting, Manchester, UK, September, 10-12,
2019.
Zhu, G. (2019). A narrative synthesis and meta-analysis on the effect of flipped instruction on K-12 students’ academic achievement. Paper presentation at 19th Biennial Conference on Teachers and Teaching, Lucian Blaga University of Sibiu, Romania, July, 1-5, 2019.
Zhu, G. (2019). EFL student teachers’ professional identity construction: A study of
student-generated metaphors before and after student teaching. Paper presentation at 19th Biennial Conference on Teachers and Teaching, Lucian Blaga University of Sibiu, Romania, July, 1-5, 2019.
Zhu, G. (2019). Modeling student teachers’ ICT knowledge integration in teaching
practicum: Do teacher self-efficacy and attitudes toward computer use matter?
Paper presentation at the 42th Southwest Education Research Association Annual
Conference, San Antonio, Texas. February, 6-8, 2019.
Zhu, G. (2019). Leveraging third Space Amid Chinese and Spanish student teachers’
teaching practicum experiences: A transformative learning perspective. Paper
presentation at the 42th Southwest Education Research Association Annual Conference, San Antonio, Texas. February, 6-8, 2019.
Zhu, G. (2018). Leveraging the third space amid Chinese and Spanish student teachers’
Teaching practicum experiences: A transformative learning perspective. Paper presentation at the Globalization and Educational Policy Research Meeting, Shanghai, China, November, 13-14, 2018.
Zhu, G. (2018). Chinese higher-education internationalization in the context of the Belt
and Road Initiate: New theoretical framework, dimensions, and strategies. Paper
presentation at the Chinese International and Comparative Education Research
Biennial Meeting, Xi’an, China, October, 28, 2018.
Zhu, G. (2018). Critical thinking teaching: Consensus, challenges and new insights. Paper
presentation at the International and Comparative Education Research Symposium, Shanghai, China, October, 17, 2018.
Zhu, G., Peng, Z., Deng, L., Li, G., & Etchells, M. (2019). Student teachers’ emotions,
dilemmas and professional identity formation amid the teaching practicums. Paper
presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Peng, Z., Zhu, G., Zhu, J., Etchells, M., Deng, L., Li, G., & Rice, M. (2019). Profiling
EFL preservice teachers’ metaphorical professional identity. Poster presentation
at the American Educational Research Association Annual Meeting. Toronto,
Canada, April 5-9, 2019.
Zhu, G., Peng, Z., Deng, L., Etchells, M., Li, G., & Rice, M. (2019). Framing EFL
preservice teachers’ reflections amid the teaching practicum through metaphors.
Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Zhu, G., Peng, Z., Wandix-White, D., Walters, L., & Deng, L. (2019). A systematic
literature review on international teaching practicums: Current status and future directions. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Zhu, G., Rice, M., Li, G., Peng, Z., Waxman, H., Rivera, H., & Burlbaw, L. (2019). Unpacking Chinese EFL student teachers' professional identity formation through metaphors. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Zhu, G., Davoodi, A., & Rice, M. (2019). Examining the evolution of ESL preservice
teachers’ metaphorical epistemology during the clinical experiences. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Zhu, G., Thompson, C., Suarez, M., & Peng, Z. (2019). A meta-analysis on the effect of
flipped instruction on K-12 students’ academic achievement. Paper presentation at the American Educational Research Association Annual Meeting. Toronto, Canada, April 5-9, 2019.
Zhu, G. (2018). From “stories to live by” to “stories to leave by”: Chinese beginning
teachers’ attrition experiences. Paper presentation at the American Educational Research Association Annual Meeting. New York City, NY, April 13-17, 2018.
Zhu, G. (2018). The micropolitics of student teachers’ professional vulnerability during teaching practicums: A Chinese perspective. Paper presentation at the American Educational Research Association Annual Meeting. New York City, NY, April 13-17, 2018.
Zhu, G. (2018). The micropolitics of student teachers’ professional vulnerability during
teaching practicums: A Chinese perspective. Paper presentation at the 41th
Southwest Education Research Association Annual Conference, New Orleans,
Louisiana. February, 15-17, 2018.
Zhu, J. & Zhu, G., (2018). Understanding student teachers’ professional identity development during practicums through metaphor: An international perspective. Paper presentation at the 41th Southwest Education Research Association Annual Conference, New Orleans, Louisiana. February, 15-17, 2018.
Zhu, G. (2017). The student teachers’ emotional experiences in teaching practicums and
the influences on their professional identities. Paper presentation at 18th Biennial Conference on Teachers and Teaching, University of Salamanca, Spain, July, 3-7, 2017.
Zhu, G. (2017).Alanguageteacheror an unofficial cultural diplomat? Confucius Institute
languageteachers’ professional agency and identity in the U.S. Paper presentation at 18th Biennial Conference on Teachers and Teaching, University of Salamanca, Spain, July, 3-7, 2017.
Zhu, G. (2017). Narrative inquiry of the Chinese and American student-teachers’ professional identities in teaching practicums: A story constellations approach. Paper presentation at the American Educational Research Association Annual Meeting (Division K Seminar). San Antonio, April 27-May 1, 2017.
Zhu, G.(2017). Why do the Free Teacher Education (FTE) beginning teachers break the contracts and leave the profession? A Narrative inquiry of two beginning teachers’ attrition experiences. Paper presentation at the 40th Southwest Education Research Association Annual Conference, San Antonio, Texas. February, 15-17, 2017.
Zhu, G. (2016). A narrative inquiry of one student-teacher's learning-to-teach experience in one culturally and linguistically diverse classroom. Paper presentation at the 26th National Association for Multicultural Education Conference. Cleveland, Ohio, November, 9-13, 2016.
Zhu, G. (2016). (Re)shaping Identities: Narrative inquiry of the Chinese international students’ cross-cultural learning in America. Paper presentation at Korean Association for Multicultural Education (KAME) Annual Conference. Seoul National University, Seoul, Korea. May 17-19, 2016.
Zhu, G.(2016). (Re)constructing professional identities: Two Chinese student-teachers’ practicum experiences in the Free Teacher Education (FTE) program. Paper presentation at the American Educational Research Association Annual Meeting (ISATT Invisible College). Washington, DC, April 8-12, 2016.
Zhu, G. (2016). You must educate the heart before you can educate the mind": Narrative inquiry of two urban school teachers' moral care and caring pedagogy within multicultural landscapes. Paper presentation at The Critical Questions in Education Conference. San Antonio, Texas, March 7-9, 2016.
Zhu, G. (2016). “The Monkey King talks with the Spiderman”: Narrative inquiry of the Chinese international students' cross-cultural learning experiences in the U.S. Paper presentation at 28th Annual Ethnographic & Qualitative Research Conference. Las Vegas, Nevada, February 1-2, 2016.
Zhu, G. (2015). Cross-national analysis on ESL teacher professional development: Status and implications. Paper Presented at the Texas TESOL Annual Conference, Houston, Texas, November 8, 2015.
Zhu, G. (2015). Narrative inquiry into one beginning bilingual teacher’s best-loved Self: A knowledge community perspective. Poster presented at Graduate Research and Scholarship Projects (GRaSP) Day, University of Houston, November 8, 2015.
Zhu, G. (2014). When the Monkey King meets the Spiderman: Narrative inquiry of three Chinese students' enculturation experience in an American University. Poster presented at the American Association for Teaching and Curriculum (AATC) Annual Conference, Tampa, Florida, October 9-11, 2014.
期刊評審
Teaching and Teacher Education (SSCI)
British Educational Research Journal (SSCI)
Journal of Research in Science Teaching (SSCI)
Computer Assisted Language Learning (SSCI)
Race Ethnicity and Education (SSCI)
Studies in Higher Education (SSCI)
Scandinavian Journal of Educational Research (SSCI)
Professional Development in Education (SSCI)
Asia-Pacific Journal of Teacher Education (SSCI)
The Asia-Pacific Education Researcher (SSCI)
Educational Studies (SSCI)
SAGE Open (SSCI)
International Journal of Qualitative Studies in Education (Scopus)
Multicultural Education Review (Scopus)
The Teacher Educator (Scopus)
Intercultural Education (Scopus)
Journal of Educational Controversy
Mid-Western Educational Researcher
國際會議論文評審
American Educational Research Association
International Study Association on Teachers and Teaching
National Association for Multicultural Education
American Association for Teaching and Curriculum
Southwest Educational Research Association
