本系人员

全职教员

李玟霖教授

副教授

李玟霖教授

文学士、社会科学硕士(新加坡国立大学)、哲学博士(澳洲国立大学)

  • 下载
  • CV

李玟霖是一名以社会学为专业背景，从事教育领域研究工作的学者，她运用社会学视角来研究华人社会的教育变革。她毕生热衷于研究变革如何塑造专业身份，以及专业人员如何在变革中增强自身的能力。李玟霖最新的研究计划聚焦于跨文化身份、价值观和教育变革，探究人们基于自己的童年经历，在专业学习社群、教学实践或在应对在线社群网络中的跨文化差异时，是如何思考、交流和做出行动。她运用其所提出的「身份嫁接」理论，将身份和价值观作为专业实践和学习的基础。李玟霖在她的《营造华人特性》（Managing Chineseness，Palgrave Macmillan, London, 2017）一书中，通过「身份嫁接」（Identity Grafting）理论探讨了华人职业身份的理论意义。她担任《Journal of Educational Change》的副主编，为国际学术界做出贡献。在加入香港中文大学之前，李玟霖在香港教育大学和新加坡南洋理工大学（新加坡国立教育学院）开始了她的早期学术研究生涯。她在澳大利亚国立大学攻读博士学位，为从社会学角度解释个人如何构建和行使身份认同的实证工作奠定了基础，并将组织、社会和政策实施的经验与世界各地的教育变革联系起来。

研究兴趣
  • 教育领导
  • 建立跨文化能力：体验式学习
  • 校长发展
  • 教育社会学
  • 教师专业发展
所授课程
研究与发表
  • Lee, D. H. L. (2023). Identity dilemmas of an English language teacher: Negotiating transformations in the language profile of a primary school in Hong Kong. Asia Pacific Journal of Education. Accepted 27 Feb 2023.
  • Lee, D. H. L. (2023). When social hierarchy meets hierarchical school culture: Implications for Chinese Hong Kong school leaders. Educational Management Administration & Leadership. Accepted 2 Feb 2023.
  • Lee, D. H. L. (2023). Identity Grafting: Influence of Confucian Model Universities on Chinese Singaporean Engineering Professionals. Discourse-Studies in the Cultural Politics of Education, 44(3).
  • Lee, D. H. L., & Ip, K. K. (2023). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational Management Administration & Leadership, 51(2), 324-344.
  • Lee, D. H. L. (2023). Identity grafting: Strategies teachers employ to reconcile diverse pedagogical values across five Chinese cities. Professional Development in Education. DOI: 10.1080/19415257.2022.2155986
研究计划
  • “Teacher negotiation of educational change and sociocultural processes (re)defining teacher dialogue and practice (18603923)” (2024-2026), Funded by Research Grants Council Hong Kong – General Research Fund. Principal Investigator.
  • “Global Competence and Online Social Networks: Identities, Cognitive skills, and Sociocultural Factors as Facilitators and Barriers to Using Diversity as a Strength (1-31-0A429)” (2022 – 2025). Funded by The Education University of Hong Kong – Central Research Allocation Community (CRAC) Research Project. Principal Investigator.
  • “Teacher leadership: Influences of hierarchical Chinese contexts on the capacity of professional learning communities to empower the classroom teacher (28605318)” (2019-2020). Funded by Research Grants Council Hong Kong – General Research Fund (Early Career Scheme). Principal Investigator.
  • “A teacher-led interpretation of the Teacher Growth Model: Inquiry into the professional identity of Singapore teachers. (AFR 05/14 LHL)” (2015-2020). Funded by Ministry Academies Fund, Singapore. Principal Investigator.
  • “A Value-Mediated approach to profiling professional learning communities in Singapore schools (OER18/12LWO)” (2013-2015), HKD$1,500,000. Funded by Education Research Funding Program, Singapore. Principal Investigator.
相关连接

Researchgate

Google Scholar