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李玟霖教授

副教授

李玟霖教授

文學士、社會科學碩士(新加坡國立大學)、哲學博士(澳洲國立大學)

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李玟霖是一名以社會學為專業背景，從事教育領域研究工作的學者，她運用社會學視角來研究華人社會的教育變革。她畢生熱衷於研究變革如何塑造專業身份，以及專業人員如何在變革中增強自身的能力。李玟霖最新的研究計劃聚焦於跨文化身份、價值觀和教育變革，探究人們基於自己的童年經歷，在專業學習社群、教學實踐或在應對線上社群網絡中的跨文化差異時，是如何思考、交流和做出行動。她運用其所提出的「身份嫁接」理論，將身份和價值觀作爲專業實踐和學習的基礎。李玟霖在她的《營造華人特性》（Managing Chineseness，Palgrave Macmillan, London, 2017）一書中，通過「身份嫁接」（Identity Grafting）理論探討了華人職業身份的理論意義。她擔任《Journal of Educational Change》的副主編，為國際學術界做出貢獻。在加入香港中文大學之前，李玟霖在香港教育大學和新加坡南洋理工大學（新加坡國立教育學院）開始了她的早期學術研究生涯。她在澳大利亞國立大學攻讀博士學位，為從社會學角度解釋個人如何構建和行使身份認同的實證工作奠定了基礎，並將組織、社會和政策實施的經驗與世界各地的教育變革聯繫起來。

研究興趣
  • 教育領導
  • 建立跨文化能力：體驗式學習
  • 校長發展
  • 教育社會學
  • 教師專業發展
所授課程
研究與發表
  • 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
研究計劃
  • “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.
相關連接

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