Guopeng Fu

2014 PhD, Department of Curriculum and Pedagogy (EDCP), University of British Columbia (UBC), in Curriculum Studies specializing in Science Education.

2010 MA, EDCP, UBC, in Science Education

2008 BA, Chongqing University of Posts and Telecommunication, in English

2019-present, Associate Professor, College of Teacher Education, East China Normal University

2017-2019, Program coordinator, International Advisory Office, Faculty of Education, UBC

2014-2019, Teaching and Learning Fellow (a postdoctoral position), the Faculty of Land and Food Systems, UBC

2014-2019, Project coordinator, Centre for the Studies of Teacher Education, UBC 

2020-present International advisory board, Educational Review.

2019-present Affiliate Associate Professor, EDCP, UBC (4-year term)

2017-present Reviewer for Asia-Pacific Education Researcher, ECNU Review of Education, Educational Review, Journal of Research in Science Teaching, Journal of Science Teacher Education, Science Education, and The New Educator.

Science Education, Teacher Education, Science student and teacher agency

At ECNU:

Graduate Courses:

Key strands of research in science teaching

Graduate Student Practicum at Schools and Science Museums 

Undergraduate Courses:

Mind in Society and Design of Science Learning Activities

At UBC:

Graduate Courses:

EDCP 557 Conceptual and Practical Issues in the Teaching and Learning of the Sciences

EDCP 559 Research in Teaching and Learning of the Sciences

2019-2021 Learning capacity in K-12 curriculum, Key projects in educaitonal studies in Henan, Participant

2018-2019 Evaluating an integrated first year cohort option for Forestry and Land and Food Systems students SEED SoTL fund, PI

2017-2018 Themes to learn by - An integrated first year course for Forestry and Land and Food Systems students, Teaching and Lerning Enhancement Fund (TLEF), UBC, participant

2014-2017 Scaffolding and Scaling up Integrated Experiential Learning Experiences in the Core Series, Land and Food Systems.TLEF, UBC, participant

Journal articles:

Fu, G. (2020). The knowledge-based vs. student-centred debate on quality education: controversy in China’s curriculum reform. Compare: A Journal of Comparative and International Education. 50(3), 410-427. https://doi.org/10.1080/03057925.2018.1523002

Fu, G. & Clarke, A. (2019). Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education. 55(2), 215-256. https://doi.org/10.1080/03057267.2020.1735756

Fu, G. & Clarke, A. (2019). Individual and collective agencies in China’s curriculum reform: A case of physics teachers. Journal of Research in Science Teaching. 56(1), 45-63. https://doi.org/10.1002/tea.21467

Fu, G., & Clarke, A. (2019).Teachers’ moral agency in China’s curriculum decentralization: educationally desirables in a Neoliberal context. Educational Review. 71(1), 51-66. https://doi.org/10.1080/00131911.2019.1524205

Fu, G. & Clarke, A. (2017). Teacher agency in Canadian context: Linking the what and how. Journal of Education for Teaching. 43(5), 581-593. https://doi.org/10.1080/02607476.2017.1355046

Anderson, D. (2017). The vital Role of the museum educator: A call to further professionalize the field. (G. Fu, Trans.). Journal of Natural Science Museum Research. 2017(1), 55-61. 大卫· 安德森，符国鹏[译].论“博物馆教育者”的重要作用：对博物馆领域专业化的迫切要求 [J].自然科学博物馆研究，2017(01), 55-61

Kalman, C. S., Shore, B. M., Aulls, M. W., Antimirova, T., Magon, J. K., Lee, G., Fu, G., & Wang, X. (2017). Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses. International Research in Higher Education, 2(3), 16-33.

Cassidy, A., Fu, G., Valley, W., Jovel, E., Lomas, C., & Riseman, A. (2016). Flexible Learning Strategies in 1st through 4th Year Courses. Collected Essays in Learning and Teaching. 9(1), 83-94.

Fu, G. (2016). Dewey’s trip to China: A rejuvenation of his democratic spirit. Transnational Curriculum Inquiry. 12(2), 13-25.

Fu, G. & Nashon, S. (2014). Collective agency among physics teachers: A case in China’s curriculum reform. International Journal of Secondary Education. 2(6), 94-101. doi: 10.11648/j.ijsedu.20140206.11

Chen, M. & Fu, G. (2014). Teacher agency in Situation and Policy Class. Theory Research. 2014 (8). (In Chinese) 陈孟博.符国鹏.教师自主性在形势与政治课的应用[J].学理论，2014(24)，266-267

Fu, G. & Lv, L. (2011) Teacher collaboration: Effective strategies to enhance teacher learning. Elementary and Secondary Education. 2011(5), 38-42. (In Chinese) 符国鹏.吕立杰.教师合作：促进教师学习的有效策略[J]. 现代中小学教育，2011(5), 38-41.

Book chapters:

Fu, G., & Clarke, A. (2018). Teachers’ identities in formation: History, social change, religion, and students. In Lyle, E. R. (Eds.) The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 103-113). Danvers, MA: Brill/Sense Publishers.

Valley, W., Fu, G., & Jovel, E. (2017) Preparing students for complexity, uncertainty, and accelerating change: Flexible learning strategies for developing future environmental professionals. In Corcoran, P. B., Weakland, J., & Wals, A.E.J. (Eds.) Envisioning future for environmental and sustainability education. Wageningen Academic Publishers.

2015 Canadian Society for the Study of Education (CSSE) Dissertation Award

2014 European Science Education Research Association (ESERA) Early Career Award