Staff profile

Dr Tinghe Jin is an Assistant Professor in International and Comparative Education at the School of Education, Durham University. She completed her PhD as a Centenary Scholar at UCL Institute of Education. She then obtained the British Academy postdoctoral fellowship award. Her fellowship research project focused on the development of the curriculum and pedagogy of Chinese language studies in the UK from intercultural and historical perspectives. She became a Lecturer in education at the School of Education and Lifelong Learning, University of East Anglia in 2019. Tinghe’s research specialises in intercultural education concerning identity perceptions of students and teachers. Her research also links intercultural perspectives with pedagogy development and teachers’ professional development. In 2021, She was awarded by the British Academy’s Humanities and Social Sciences Tackling Global Challenges Programme to conduct a research project on the health and well-being of adolescents learning online during COVID-19 pandemic in China. In addition to her research, she is also the founding president of the Chinese Educational Research Association in the UK and has co-edited books and journal special issues addressing issues and developments in Chinese educational research. 

 

Research Interests 

• Intercultural and International Education
• Intercultural Communication
• Language Learning and Teaching, particularly the Teaching and Learning of Chinese
• Teacher Professional Development
• Higher Education Studies
• History of Education
• Qualitative Research Methods, Mixed Methods
• Interdisciplinary research, in relation to Education, History, International Development and Health and Wellbeing

 

International Collaboration 

• After action review to safeguard health and well-being of adolescents learning online during school closures in the response to COVID-19 pandemic: A pilot project in China to inform education policy and programme
• Internationalisation of Higher Education in China: Perspectives from international students
• LIT Educational Hub: Enhancing the student experience of the digital university in the UK, China and BRI countries

 

Indicators of Esteem 

• Editorial Board Membership and Invited peer reviewer:
• Member of Editorial Review Board for the International Journal of Bias, Identity and Diversities in Education (IJBIDE)
• Invited peer reviewer for British Journal of Educational Studies; Language and Intercultural Communication; The Language Learning Journal; International Journal of Bias, Identity and Diversities in Education (IJBIDE); London Review of Education; The British Educational Research Journal; Educational Research and Evaluation; Applied Linguistic Review; Frontiers of Education in China
• President and Founder: Chinese Educational Research Association in the UK (CERA)

Selected Grants 

• 2021: British Academy’s Humanities and Social Sciences Tackling Global Challenges Programme: After action review to safeguard health and well-being of adolescents learning online during school closures in the response to COVID-19 pandemic: A pilot project in China to inform education policy and programme
• 2021: British Council 2020 UK-China-BRI (Vietnam/Indonesia) Education Partnership Initiative: LIT Educational Hub: Enhancing the student experience of the digital university in the UK, China and BRI countries
• 2017: British Academy Postdoctoral Fellowship: The chequered history of British university engagement with Chinese Language Studies: Intercultural failure or success?

• Intercultural and International Education
• Intercultural Communication
• Language Learning and Teaching, particularly the Teaching and Learning of Chinese
• Teacher Professional Development
• Higher Education Studies
• History of Education
• Qualitative Research Methods, Mixed Methods
• Interdisciplinary research, in relation to Education, History, International Development and Health and Wellbeing

• 2000: President and Founder: Chinese Educational Research Association in the UK (CERA)
• 2000: Editorial Board Membership and Invited peer reviewer: Member of Editorial Review Board for the International Journal of Bias, Identity and Diversities in Education (IJBIDE)

  Invited peer reviewer for British Journal of Educational Studies; Language and Intercultural Communication; The Language Learning Journal; International Journal of Bias, Identity and Diversities in Education (IJBIDE); London Review of Education; The British Educational Research Journal; Educational Research and Evaluation; Applied Linguistic Review; Frontiers of Education in China

Authored book

• Jin, T. (2020). Interculturality in Learning Mandarin Chinese in British Universities. Routledge

Chapter in book

• Jin, T., & Cowan, S. (2023). The role of British missionary scholars in setting the foundations for the academic study of Chinese in British universities. In D. Savatovsky, V. Spaëth, M. Albano, & T. Pham (Eds.), Language Learning and Teaching in Missionary and Colonial Contexts: L'apprentissage et l'enseignement des langues en contextes missionnaire et colonial. Amsterdam University Press
• Jin, T., & Dervin, F. (2017). Identifying and contextualising the key issues. In T. Jin, & F. Dervin (Eds.), Interculturality in Chinese language education (1-22). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-58322-2_1
• Jin, T., & Dervin, F. (2017). Identifying and contextualising the key issues. In T. Jin, & F. Dervin (Eds.), Interculturality in Chinese Language Education. Palgrave McMillan
• Jin, T., & Moore, A. (2014). From ‘being’ to ‘becoming’: Issues and suggestions for continuing professional development in a middle school in China. In S. Cowan, T. Jin, L. Johnstone Cowan, & Z. Pan (Eds.), New directions for education in China (129-147). Institute of Education Press

Edited book

• Jin, T., & Dervin, F. (Eds.). (2017). Interculturality in Chinese Language Education. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-58322-2
• Cowan, S., Jin, T., Johnstone Cowan, L., & Pan, Z. (Eds.). (2014). New Directions for Education in China. Institute of Education Press

Journal Article

• Jiang, M., Bartholomew, K. J., Edirisingha, P., Liu, Q., Wang, Y., Jin, T., Chen, M., & Russell, K. (online). Family Social Capital and Sustainable Well-Being: Navigating Chinese Adolescents’ Well-Being During COVID-19 Lockdown. British Journal of Educational Studies, 1-23. https://doi.org/10.1080/00071005.2024.2422446
• Jin, T., & O’Regan, J. P. (2024). “I Told Them I Want to Speak Chinese!” The Struggle of UK Students to Negotiate Language Identities While Studying Chinese in China. British Journal of Educational Studies, 72(4), 501–528. https://doi.org/10.1080/00071005.2024.2309608
• Li, F., Jin, T., Edirisingha, P., & Zhang, X. (2021). School-Aged Students’ Sustainable Online Learning Engagement during COVID-19: Community of Inquiry in a Chinese Secondary Education Context. Sustainability, 13(18), Article 10147. https://doi.org/10.3390/su131810147
• Jin, T. (2020). How university students of Mandarin Chinese experience ‘Chinese culture’: an interculturality and small cultures perspective. Language and Intercultural Communication, 20(6), https://doi.org/10.1080/14708477.2020.1825461
• Jin, T. (2017). Moving beyond ‘intercultural competence’: Interculturality in the learning of Mandarin in UK universities. Language and Intercultural Communication, 17(3), 306-322. https://doi.org/10.1080/14708477.2016.1259320
• Jin, T. (2014). Getting to know you: The development of intercultural competence as an essential element in learning Mandarin. London Review of Education, 12(1), 20-33. https://doi.org/10.18546/lre.12.1.04