Dr Haoran Zheng
Lecturer in Early Childhood Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Biography
I was awarded my doctorate by Monash University. Framed by Bourdieu’s thinking tools, my thesis has contributed to Australian early childhood education and teacher education by investigating international pre-service teachers’ professional experience in early childhood education.
I am a critical researcher with an enduring interest in socially-just early childhood education. I have been working on multidisciplinary and transnational early childhood research projects exploring children and families' early childhood experiences in diverse backgrounds. In 2022, I received the highly-competitive Australian Teacher Education Association (ATEA) grant to conduct an early childhood project entitled, “Teaching diversity through picturebooks”.
My teaching and researching interests are focused on early STEM learning, digital literacy, diversity, early childhood teacher education and early childhood professionalism.
Qualifications
PhD (Monash)
Awards
Monash University Faculty Postgraduate Publication Award 2019
Monash Education Research Community Publication Award 2018
Three Minutes Thesis People’s Choice Award 2018
Teaching Areas
Early Childhood Education
Research Interests
Early STEM learning
Digital literacies
Multiliteracies
Refugee and migrant communities
Early childhood teacher education
Professional experience
International education
Recent Grants
2022 - Australian Teacher Education Association (ATEA) Early Career Researcher Grant
2019 - VicTESOL Student Travel Grant
Publications
Keary, A., Garvis, S., Zheng, H., & Walsh, L. (2023). Teacher Planning and Curriculum Frameworks: A Case Study of ECEC Practice in Australia. Early Childhood Education Journal, 1-12.
Keary, A., Zheng, H., & Garvis, S. (2023). Educators’ Construction of a Sense of Belonging in ECEC: An Australian Case Study. Education Sciences, 13(5), 510.
Zheng, H., Keary, A., & Filipi, A. 2022. Insider outsider perspectives: Making sense of first-year Chinese international students’ academic experience. International Journal of Research & Method in Education.
Keary, A., Garvis, S., Zheng, H., & Walsh, L. (2020). “I’m learning how to do it”: Reflecting on the implementation of a new assessment tool in an Australian Early Childhood context. International Journal of Inclusive Education. doi:10.1080/13603116.2020.1803428.
Zheng, H., Herawati, H., & Saneewong, S. (2019). Effective intercultural supervision: Using reflective practice to enhance students’ and supervisors’ intercultural competence. In L. Pretorius, L. W. E. Macaulay, & B. Cahusac de Caux (Eds.), Wellbeing in doctoral education: Insights and guidance from the student experience (pp. 219-228). Springer.
Zheng, H. (2018). [Review of the book Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts, by A.M.Y. Lin], TESOL in Context, 27(1), 1-2. Zheng, H., Keary, A., & Faulkner, J. (2018). “What is finger knitting?” Chinese pre-service teachers' initial professional experience in Australian Early Childhood Education. In A. Fitzgerald, J. Williams, & G. Parr (Eds.), Re-imagining professional experience in initial teacher education(pp. 123-139). Springer.
Memberships
ACTA Early Childhood Education Consultancy Group
Australian Teacher Education Association (ATEA)
VicTESOL
Australian Council of TESOL Association (ACTA)
Australian Association for Research in Education (AARE)
