Dr. XIONG Ziyin, a lecturer from the School of Education, Shanghai Jiao Tong university, recently presented her research at two international academic conferences: the 29th Annual European Educational Research Association (EERA) and the 35th Annual Conference of the Association for Higher Education Researchers.

The European Educational Research Association (EERA) convened its 29th Annual Conference at the University of Glasgow, United Kingdom, from August 21 to September 2, 2023. The overarching theme of this year's event was "The Value of Diversity in Education and Educational Research." Dr. Xiong Ziyin, presented a report titled "Bridging the Gap between Knowledge and Practice in Teacher Training: Building Professional Learning Communities through Action Research." Collaborating with her guided graduate student, YAN Xinjie, they spotlighted the transformative potential of action research in the context of pre-service teacher education. Their research design, based on pre-service teacher education in France, emphasized the establishment of professional learning communities through action research. By leveraging this approach, teacher educators gain the flexibility to tailor teaching courses and surmount challenges within the conventional school-university training model. The primary objective is to foster a seamless integration of theoretical knowledge and practical experience, optimizing the learning process for pre-service teachers.

From August 25 to September 2, XIONG attended the 35th Annual Conference of the Consortium of Higher Education Researchers (CHER) held in Vienna, Austria, where she delivered a presentation. The CHER is a highly active and one of the most influential academic organizations in higher education research in Europe.The theme of this year's conference was "Higher Education Institutions as Drivers of Social Change."

XIONG presented an academic report titled "Early Career Women in the STEM Research Field: Current Situation and Strategies." The report explored the common career-related issues and external opportunities faced by early career female professionals in the STEM academic research field. Additionally, it highlighted the potential of utilizing the capability theory from the field of economics as a theoretical framework, combined with perspectives from career development and feminist studies, to effectively address topics related to female development.