J Bao
Biographic Data
| ID | 28012 |
|---|---|
| NAME | J Bao |
| GIVEN NAMES | J |
| FAMILY NAME | Bao |
| SIGNATURE | BAO J |
| AFFILIATIONS | Tianjin University of Finance and Economics |
| ORCID | 0000-0001-5860-6732 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 36 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Chinese female university teachers’ emotional vulnerability in the era of hyper-performativity
The global advent of hyper-performativity in higher education has placed great pressure on university teachers, which is particularly evident for female teachers. Through the theoretical lens of emotional vulnerability within a post-structuralist approach, the study examines Chinese female university teachers’ professional development and wellbeing amid the ramifications of hyper-performative institutional cultures. Adopting a narrative case stud…
“I feel like a motivated creative designer”
Purpose With the implementation of the “Double Reduction” policy, schoolteachers have faced significant pressure related to teaching approaches and teaching efficiency. However, investigating how schoolteachers reconstruct their professional identities while incorporating this policy into their teaching practices has received little attention. To address this gap, this study presents a multiple-case study of eight EFL teachers' identity construct…
I can't have it both ways”
Adopting a poststructuralist theoretical approach, this study explored the emotion‐laden tensions, emotion labor, and identity constructions of university female English language teachers within the changing institutional and sociocultural contexts in China. Data were collected through narrative frames and follow‐up interviews with 13 female English language teachers in mainland Chinese universities. The findings revealed that female teachers' em…
Supervisory feedback and doctoral students’ academic literacy development
This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text development through instant messaging, and student interviews. Findings show that supervisory feedback unpac…
You could make original contributions, just like them
Supervision lies at the heart of research-based doctoral education. Existing scholarship has recognized the role of supervision in students’ academic socialization and identity construction but presented little empirical evidence based on prolonged observations of actual supervisory interactions. Addressing this gap, the present study adopted a digital micro-ethnographic approach to examine how a supervisor mediated a doctoral student’s academic …
‘I view teaching differently’
Through the lens of identity, this study explored the lived experiences of two Chinese university English-as-a-foreign-language teachers who were doing a professional doctorate for professional development. Adopting a narrative case study design and informed by activity theory, the study drew on a rich dataset comprising narrative frames, interviews, informal communications, netnographic observations and artefacts. Thematic and activity systems a…
Navigating multiple expectations
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs
When teaching and research are misaligned
Doing research is not beyond my reach”
When teaching and research are misaligned
Doing research is not beyond my reach”
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs
You could make original contributions, just like them
Supervision lies at the heart of research-based doctoral education. Existing scholarship has recognized the role of supervision in students’ academic socialization and identity construction but presented little empirical evidence based on prolonged observations of actual supervisory interactions. Addressing this gap, the present study adopted a digital micro-ethnographic approach to examine how a supervisor mediated a doctoral student’s academic …
Navigating multiple expectations
Doing research is not beyond my reach”
When teaching and research are misaligned
‘I view teaching differently’
Through the lens of identity, this study explored the lived experiences of two Chinese university English-as-a-foreign-language teachers who were doing a professional doctorate for professional development. Adopting a narrative case study design and informed by activity theory, the study drew on a rich dataset comprising narrative frames, interviews, informal communications, netnographic observations and artefacts. Thematic and activity systems a…
Navigating multiple expectations
En route to becoming researcher-teachers? Chinese university EFL teachers’ boundary crossing in professional doctoral programs
Supervisory feedback and doctoral students’ academic literacy development
This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text development through instant messaging, and student interviews. Findings show that supervisory feedback unpac…
You could make original contributions, just like them
Supervision lies at the heart of research-based doctoral education. Existing scholarship has recognized the role of supervision in students’ academic socialization and identity construction but presented little empirical evidence based on prolonged observations of actual supervisory interactions. Addressing this gap, the present study adopted a digital micro-ethnographic approach to examine how a supervisor mediated a doctoral student’s academic …
Chinese female university teachers’ emotional vulnerability in the era of hyper-performativity
The global advent of hyper-performativity in higher education has placed great pressure on university teachers, which is particularly evident for female teachers. Through the theoretical lens of emotional vulnerability within a post-structuralist approach, the study examines Chinese female university teachers’ professional development and wellbeing amid the ramifications of hyper-performative institutional cultures. Adopting a narrative case stud…
“I feel like a motivated creative designer”
Purpose With the implementation of the “Double Reduction” policy, schoolteachers have faced significant pressure related to teaching approaches and teaching efficiency. However, investigating how schoolteachers reconstruct their professional identities while incorporating this policy into their teaching practices has received little attention. To address this gap, this study presents a multiple-case study of eight EFL teachers' identity construct…
I can't have it both ways”
Adopting a poststructuralist theoretical approach, this study explored the emotion‐laden tensions, emotion labor, and identity constructions of university female English language teachers within the changing institutional and sociocultural contexts in China. Data were collected through narrative frames and follow‐up interviews with 13 female English language teachers in mainland Chinese universities. The findings revealed that female teachers' em…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (7 works) · Sociology (7 works) · Political science (5 works) · Professional development (5 works) · EFL/ESL Teaching and Learning (3 works) · Higher education (3 works) · Identity (music (3 works) · Philosophy (3 works)