Xinglin Jin
Biographic Data
| ID | 6511090 |
|---|---|
| NAME | Xinglin Jin |
| GIVEN NAMES | Xinglin |
| FAMILY NAME | Jin |
| SIGNATURE | JIN X |
| AFFILIATIONS | Leiden University |
| ORCID | 0000-0002-5267-9516 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Do teachers teach all subjects equally well? Insights from Chinese and English classrooms
This study examined whether certain dimensions of teaching quality differ between English and Chinese lessons taught by the same teacher, challenging the common assumption that teachers’ teaching is consistent regardless of the subject they teach. Using a mixed-methods approach, the study analysed 72 video-recorded classroom observations of 12 elementary school teachers in the subjects of Chinese and English. The quantitative data showed that tea…
Implementation models for teacher peer feedback: A systematic review
The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers
The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre- and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first year. Multivariate analysis of co-variance and paired samples t-tests showed that the TDP had signif…
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
Novice teachers’ appraisal of expert feedback in a teacher professional development programme in Chinese vocational education
This study is focused on exploring novice teachers' appraisal of expert feedback in a professional development programme for vocational schoolteachers. Twelve novice teachers in different school subjects were interviewed after the programme. An appraisal framework with 4 domains and 12 appraisal categories was built based on coding and analysing interview transcripts. The most frequently occurring appraisal categories and the differences between …
The effects of a teacher development programme in chinese vocational education on the efficacy and professional engagement of novice teachers
The self-efficacy and professional engagement of novice teachers were examined in the context of a teacher development programme (TDP) in the Chinese vocational education context. A pre- and post-test control group design was used. The experimental and control groups contained 41 and 42 novice teachers, respectively, who were mostly in their first year. Multivariate analysis of co-variance and paired samples t-tests showed that the TDP had signif…
Do teachers teach all subjects equally well? Insights from Chinese and English classrooms
This study examined whether certain dimensions of teaching quality differ between English and Chinese lessons taught by the same teacher, challenging the common assumption that teachers’ teaching is consistent regardless of the subject they teach. Using a mixed-methods approach, the study analysed 72 video-recorded classroom observations of 12 elementary school teachers in the subjects of Chinese and English. The quantitative data showed that tea…
Implementation models for teacher peer feedback: A systematic review
Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Professional development (2 works) · Psychology (2 works) · Vocational education (2 works) · Coding (social sciences (1 works)