Maverick Y Zhang
Biographic Data
| ID | 5046266 |
|---|---|
| NAME | Maverick Y Zhang |
| GIVEN NAMES | Maverick Y |
| FAMILY NAME | Zhang |
| SIGNATURE | ZHANG M Y |
| AFFILIATIONS | City University of New York |
| ORCID | 0000-0001-9957-9830 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Beyond the theory-practice divide
Traditional teacher development research conceptualises the relationship between preservice learning and classroom practice as linear transfer, perpetuating ‘theory-practice divide’ narratives that obscure the actual complexity of learning-to-teach processes. In this systematic interpretive literature review, we expand on existing systems mapping by synthesising studies drawing on theoretical frameworks that conceptualise beginning teacher learni…
Functional linguistics in life
Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Draw…
Embodiment in action
No prominent works on this page.
Embodiment in action
Functional linguistics in life
Pedagogies developed from systemic functional linguistics are seen as valuable in supporting diverse students in both mainstream and language classrooms. Over the past decade, SFL also became a crucial component in teacher education programs particularly in the North American context, as it advances teachers’ knowledge of language and curriculum design focusing on the development of disciplinary literacy of minoritized multilingual learners. Draw…
Beyond the theory-practice divide
Traditional teacher development research conceptualises the relationship between preservice learning and classroom practice as linear transfer, perpetuating ‘theory-practice divide’ narratives that obscure the actual complexity of learning-to-teach processes. In this systematic interpretive literature review, we expand on existing systems mapping by synthesising studies drawing on theoretical frameworks that conceptualise beginning teacher learni…
Embodied cognition (3 works) · Discourse Analysis in Language Studies (2 works) · EFL/ESL Teaching and Learning (2 works) · Epistemology (2 works) · Linguistics (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Action research (1 work)