l  英文（均为SSCI来源期刊）

1.      Wang, Z., Yuan, R., Zhang, H., & Qiu, L. (2025). Exploring experienced language teachers’ relay teaching experience in a continuing professional development programme: a case study from China. Professional Development in Education. 1–19.  https://doi.org/10.1080/19415257.2025.2486055

2.      Yuan, R., Wang, Z., Liao, W., Wu, W. R., & Fang, S. Y. (2024). Probing university teachers’ self-study experiences: insights from a systematic review spanning two decades. Studies in Higher Education, 50(4), 896–916. https://doi.org/10.1080/03075079.2024.2360546 (Corresponding author)

3.      Wang, Z., Yuan, R., & Wang, K. (2024). Unlocking the power of big ideas in education: a systematic review from 2010 to 2022. Research papers in Education, 39(5), 822–850.  https://doi.org/10.1080/02671522.2024.2358019

4.      Wang, Z., Tsang, A., Yuan, R., & Yang, M. (2023). Probing curriculum coherence in pre-service teacher education: an exploratory study. Journal of Education for Teaching, 49(4), 739–742. https://doi.org/10.1080/02607476.2023.2169601

5.      Wang, Z., Yuan, R., & Liao, W. (2022). Learning to teach through recursive boundary crossing in the teaching practicum. Teachers and Teaching, 28(8), 1000-1020. https://doi.org/10.1080/13540602.2022.2137139

6.      Yuan, R., Wang, Z., & Liu, S. (2023). When big ideas meet critical thinking in lesson study: insights from a pre-service language teacher education course. Language Teaching Research, 1-21. https://doi.org/10.1177/13621688231211664

7.      Yuan, R., Liu, S., & Wang, Z. (2025). Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course. International Journal of Multilingualism, 22(2), 921-943. https://doi.org/10.1080/14790718.2023.2268120

8.      Liao, W., Li, X., Dong, Q., & Wang, Z. (2023). Non-university-based teacher educators’ professional learning: a systematic review. Teaching and Teacher Education, 136, 104374. https://doi.org/10.1016/j.tate.2023.104374

9.      Yuan, R., Liu, S., & Wang, Z. (2025). Humanising teacher education through translanguaging: experiences from an online English-medium instruction (EMI) course. International Journal of Multilingualism, 22(2), 921-943. https://doi.org/10.1080/14790718.2023.2268120

10.  Liao, W., Liu, M., Wang, Z., & Qin, K. (2022). Chinese expert teachers’ critical thinking strategies for professional growth. Professional Development in Education, 50(6), 1089–1103. https://doi.org/10.1080/19415257.2022.2097290

l  中文（*为CSSCI来源期刊）

1.      *王照萱 & 周钧. (2022). 职前教师实习的三方指导模式研究——以美国密歇根州立大学小学职前教师培养项目为例.  比较教育研究, 44(05),78-85.

2.      *王照萱, 张雅晴, 何柯薇, & 袁丽. (2020). 乡村教师感知的学校氛围对其工作满意度的影响：教师领导力和自我效能感的中介作用. 教师教育研究，32(06), 84-90+98

3.      *桑国元 & 王照萱. (2020). 元民族志研究方法及其对教育研究的价值. 民族教育研究, 31(02), 63-68. （通讯作者）

4.      廖伟 & 王照萱. 学术型教师教育者的身份建构. (2021). 教师教育学报, 8(04): 65-73. （通讯作者）

5.      *袁丽, 胡艺曦, 王照萱, & 陈彬莉. (2020). 论循证课例研究的实践:教师教育的新取向[J]. 教师教育研究, 32(04), 17-23+44.

6.      王照萱, 张雅晴, & 程黎. (2019). 幼儿园教师职业认同的测量及其与社会支持的关系. 内蒙古师范大学学报:教育科学版, 32(10), 61-69.