Ying Ma

B.A. (Beijing Foreign Studies University/ BFSU); M.Ed. (UBC); Ph.D. (UBC).
Surrey Office: Fir 3423

Ying Ma is currently a post-doctorate fellow in the Department of Curriculum Studies at UBC. She used to be a high school teacher in Beijing, China for seven years prior to pursuing her graduate study at UBC. She has rich cross-cultural teaching and research experience in diverse settings. Besides teaching at KPU, she also teaches Bachelor of Education courses in the Department of Educational Studies at the University of British Columbia in Canada and graduate courses at Northeast Normal University in China. Her research interest includes teacher education, curriculum studies, comparative research, narrative inquiry, teacher identity, social equality, philosophical inquiry, and ethics.


Courses taught

  • EDUC 1150

Areas of Interest

Teacher Education, Curriculum Studies, Philosophy of Education, Moral Education, Comparative Research, Hermeneutics, Educational Judgment, Narrative Inquiry, Teachers’ Practical Identity



Scholarly Work

  • Phelan, A., Smits, H. & Ma, Y. (2015). Philosophical Issues in Teacher Education: A Canadian Perspective In Falkenberg, T. (Ed.). Handbook of Canadian Research in Initial Teacher Education. Ottawa, ON. Canada.
  • Ma. Y. (2018). Techne, a virtue to be thickened: Rethinking technical concerns in teaching and teacher education. Research in Education, 100(1), 114-129.
  • Ma. Y. (2020). A renewed understanding of learning to teach: Aristotle, Confucius and my mother’s Stories. In A. Phelan, W. Pinar, N. Ng-A-Fook & R. Kane (Eds.), Reconceptualizing teacher education worldwide: A Canadian contribution to a global challenge. Ottawa: University of Ottawa Press.
  • Ma, Y. (2021). Reconceptualizing STEM education in China as praxis: A curriculum turn. Sustainability, 13 (4961). https://doi.org/10.3390/ su13094961
  • Ma, Y., Wang, F. Chen, X. & Ai, Q. (2021). Restoring our “inner space” in education in the era of technology: An interpretation of William Pinar’s ideas. Journal of Teacher Education, 8(5), doi:10.13718/j.cnki.jsjy.2021.05.011
  • Ma, Y. (2021). Living impotentially: An allegorical inquiry, Transnational Curriculum Inquiry, 18(1), p. 48-65. https://ojs.library.ubc.ca/index.php/tci/article/view/196168
  • Ma, Y. (2021). A narrative re-searching for the practical identity as a teacher: Lear’s approach. Journal of Higher Education Theory and Practice, 21(13), 39-51.