背景信息/Personal Information
姓名：马康
性别：男
出生年月：1989年9月
爱好：长跑、徒步、垂钓、野营、篮球
毕业学校：麦考瑞大学(澳大利亚; QS2024: 130)
毕业时间：2021 年6 月
教育与工作经历/Education Background
工作单位：盐城师范学院（2021年9月起）
博士: 麦考瑞大学教育学院 2018年1月-2021年1月（6月论文外审完毕）
硕士: 麦考瑞大学教育学院 2016年12月-2017年12月
硕士: 西南大学教育学部 2013年9月-2016年7月
本科（二专业）: 山东师范大学外国语学院 2010年10月-2013年6月
本科: 山东师范大学教育学院 2009年9月-2013年6月
研究领域、方法与技能/Research Interests\Methods
研究领域/Research Interest
教师教育研究
混合（在线）教学（及其职前教师教育和K-12阶段的应用）
教育心理学
中国传统教育思想
研究技能/Research Software
量化: SPSS; MPlus; AMOS; CMA-Comprehensive Meta-Analysis
质性: NVIVO
论文发表
期刊论文/Journal Articles
PUBLISHED
International Journal Article (See My Orcid At Https://orcid.org/0000-0002-2600-7150)
(1) Ma, K., & Cavanagh, M. (2018). Classroom Ready? Pre-service Teachers’ Self-Efficacy for Their First Professional Experience Placement. Australian Journal of Teacher Education, 43(7), 134–151. https://doi.org/10.14221/ajte.2018v43n7.8 [149 citations in Google Scholar; Q2]
(2) Ma, K., & Trevethan, R. (2019). Measuring Preservice and Inservice Teachers’ Sense of Efficacy in China Successes, Failures, and Insights Concerning Scale Design. Frontier of Education in China, 14, 612–686. https://link.springer.com/content/pdf/10.1007/s11516-019-0029-1.pdf [29 citations in Google Scholar; Q2]
(3) Ma, K., & Trevethan, R. (2020). Efficacy Perceptions of Preservice and Inservice Teachers in China: Insights Concerning Culture and Measurement. Frontier of Education in China, Frontier of Education in China, 15, 332-368. https://link.springer.com/content/pdf/10.1007/s11516-020-0015-7.pdf [10 citations in Google Scholar; Q2]
(4) Ma, K., Chutiyami, M., Zhang, Y. et al. (2021) Online teaching self-efficacy during COVID-19: Changes, its associated factors and moderators. Education and Information Technologies 26, 6675–6697. https://doi.org/10.1007/s10639-021-10486-3 [SSCI indexed; 300 citations in Google Scholar; Q1]
(5) Ma, K., Anne McMaugh & Michael Cavanagh (2021). The development of teacher self-efficacy from preservice to early career teacher: a systematic review of development and methodological quality in longitudinal research, International Journal of Research & Method in Education, DOI:10.1080/1743727X.2021.1990879 [8 citations in Google Scholar; Q1]
(6) Ma, K., Chutiyami, M. & Nicoll, S. (2021). Transitioning into the first year of teaching: changes and sources of teacher self-efficacy. Australian Educational Researcher. (2021). https://doi.org/10.1007/s13384-021-00481-5 [SSCI index; 27 citations in Google Scholar; Q1]
(7) Trevethan, R. & Ma, K. Influence of Response-Option Combinations when Measuring Sense of Efficacy for Teaching: Trivial, or Substantial and Substantive? Frontiers in Education, 2021. [Q2]
(8) MA, K., Cavanagh, M. S., & McMaugh, A. (2021). Preservice Teachers’ Reflections on Their Teaching Self-Efficacy Changes for the First Professional Experience Placement. Australian Journal of Teacher Education, 46(10).http://dx.doi.org/10.14221/ajte.2021v46n10.4 [Q2]
(9) MA, K., Cavanagh, M. S., & McMaugh, A. (2021). Changes in Pre-Service Teacher Self-Efficacy for Teaching in Relation to Professional Experience Placements. Australian Journal of Education, 66 (1):57-72. https://doi.org/10.1177/00049441211060474 [SSCI indexed; 16 citations in Google Scholar; Q1]
(10) Ma, K. et al. (2022). COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis, Work: A Journal of Prevention, Assessment & Rehabilitation, 73(1):3-27. doi: 10.3233/WOR-220062. [SSCI indexed; 68 citations in Google Scholar; Q2]
(11) MA, K., Cavanagh, M. S., & McMaugh. A. (2022). Sources of Pre-Service Teacher Self-Efficacy: A Longitudinal Qualitative Inquiry, Asia Pacific Journal of Education, https://doi.org/10.1080/02188791.2022.2136140 [SSCI indexed; 11 citations in Google Scholar; Q2]
(12) Ma, K., Chutiyami, M., & Dong, J. (2023). Blended Teaching Effectiveness in Pre-Service Teacher Education: A Meta-analysis, Distance Education, https://doi.org/10.1080/01587919.2022.2155617 [SSCI indexed; 4 citations in Google Scholar; Q1]
(13) Ma, K. & Trevethan, R. (2023). Development and Validation of a Comprehensive Scale to Capture Teacher Sense of Efficacy, Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2022.1063830 [SSCI Indexed; Q1]
(14)Dong, J, Zhang, Y & Ma, K. (2023) Online teaching self-efficacy of Chinese university teachers amidst Covid-19: its changes and the moderation of adaptability and administration quality, Social Influences, 18 (01). 10.1080/15534510.2023.2187881 [SSCI indexed; Q2]
(15) Ma, K., & Cavanagh, M. (2024). A longitudinal inquiry of sources of teacher self-efficacy: from the professional experience into the first year of teaching. European Journal of Teacher Education, 1–16. https://doi.org/10.1080/02619768.2024.2311695 [SSCI indexed; Q1]
(16) Ma, K., Bello, Dong, J. & Chutiyami, M (2024): Pre-service teachers’ adaptability to blended teaching and its predictors, Distance Education, DOI: 10.1080/01587919.2024.233871 [SSCI indexed; Q1]
(17) Ma, K., & Hao, T. (2024). Predictors of pre-service teachers’ learning engagement in blended teaching. Distance Education, 1–19. https://doi.org/10.1080/01587919.2024.2387035. [SSCI indexed; Q1]
(18) Ma, K., Dong, J., McMaugh, A. et al. (2024). How pre-service teacher self-efficacy changes during the professional experience placement: a growth mixture model. Australian Educational Researcher. https://doi.org/10.1007/s13384-024-00766-5 [SSCI indexed; Q1]
(19) Hao, T., Wang, W., Wang, G., Yang, Q. and Ma, K. (2024), From “chosen ones” to “leftovers”: a historical analysis of China's vocational education and training system, 1949–2023, Education + Training, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ET-09-2023-0412[SSCI; Q1]
中文论文/Publications In Chinese
（1）马康,秦贻.数智时代职业教育教师技术规避行为：表征、多维归因与破解路径[J].职教通讯,2023,(04):22-28.
（2）兰英,马康.张敷荣研究生培养思想探析[J].教育探索,2016,(01):11-16.
（3）马康,刘彩伟.美国AP教师专业发展的特点及其启示[J].当代教师教育,2015,8(02):28-32.DOI:10.16222/j.cnki.cte.2015.02.006.
（4）周丹,马康,单成蔚.乡村定向师范生回乡意愿的类型分析与提升策略——基于8省2514名乡村定向师范生的调查[J].苏州大学学报(教育科学版),2024,12(03):95-107.DOI:10.19563/j.cnki.sdjk.2024.03.010.
会议论文/Conference paper accepted
[1]英国教育学2021年年会，British Educational Research Association, A Longitudinal Study on Pre-service Teachers' Self-efficacy for Teaching，利物浦，Liverpool
[2]美国教育学2023年年会， American Educational Research Association-Division K - Teaching And Teacher Education，The Effectiveness Of Blended Teaching Inpreservice Teacher Education: A Meta-Analysis, https://doi.org/10.3102/2018022 芝加哥，Chicago
[3] 澳大利亚2024年年会，Australian Association of Educational Research, 2024, How Does the Teacher Self-Efficacy Form? A Meta-Synthesis of 45 Years of Qualitative Studies on its Sources，悉尼，Sydney
同行评议和编辑工作/Peer review/editorial service
Distance Education, Computers & Education、Teachers and Teaching Early Child Development and Care、Australian Educational Researcher 等SCCI期刊审稿人
Journal of Research in Childhood Education、Open Psychology、BMJ Open 等非SSCI期刊审稿人
基金项目/Grant
(1) 2022 主持 江苏省高校哲学社会科学规划课题[Jiangsu Provincial Funding for Social Sciences Higher Education 2022] 师范生混融教学胜任力培育路径研究
(2) 2023 主持 江苏省十四五教育科学规划课题[Jiangsu Educational Science Planning Funding, 2023] 智能时代中小学教师混合教学胜任力提升路径研究
(3) 2023 主持 江苏省哲学社会科学基金[Jiangsu Provincial Funding for Social Science and Philosophy, 2023]， 江苏乡村教师数字素养测评与提升研究
(4) 2023 主持 江苏省社科应用研究精品工程课题[Jiangsu Provincial Funding for Social Science Practical Application,2023]，数智时代中小学教师数字素养指标构建与应用研究
