My teaching philosophy is strongly influenced by my teaching and learning experiences from China, Scotland and England. Before my professional education training, I started as a lecturer assistant when I was doing my first Bachelor degree between 2002 and 2005. My teaching was well received by students, and this opportunity has inspired me to be an educator. After completed my second Bachelor degree, Master degree, and PGCert in a Scottish University, I received training for PGCert TLHE in 2010 and became an associate lecturer, then moved to a university in England in 2016. These fourteen years of teaching and learning experiences with students from diverse cultural backgrounds and education systems have shaped my teaching philosophy, which is a combination of:

• content-focused (Kelly, 1985),

• product/objectives-focused (Tyler, 1949),

• process-focused (Stenhouse, 1975),

• and praxis-focused (Graundy, 1987).

I am a dedicated professional with a strong commitment to students and the university, adopting a student-centred pedagogy. This enables me to be an extremely enthusiastic lecturer and colleague since when I started my career. I also volunteered for a variety of different roles such as helping to organise international conferences, mentoring international students, facilitating the supervision of undergraduates and postgraduates and helping colleagues organising Teaching Intensive Research Informed events. I believe the improvement of students’ experience has to be set upon the expectations from students themselves as well as the institution and industry which can help to motivate and encourage students to help them to achieve their potential.

In addition, my varied learning and work experience within Chinese, Scottish, and English universities has allowed me to understand the needs and diversities of many differing nationalities, especially helping students to acclimatise to a foreign society or education system. I also appreciate the differences in expectations between full-time and part-time students as well as mature and younger students alike. This requires me to have a very flexible approach to my student interactions, providing numerous face-to-face and electronic communication sessions within all the modules that I have been associated with. Since 2016, I interacted with my students via social media (WeChat/WhatsApp/Viber) for all the modules I am teaching.

Most importantly, I enjoy helping students to achieve their potential and be able to see their improvements, adopting a hands-on approach and providing extensive ‘feed forward’ feedback for a variety of assessments, both formative and summative. I enough to use numerous teaching strategies and mix them to try to enhance students’ engagement, motivation and performance. This appears to have been highly appreciated by students, as I was nominated for both "Outstanding Lecturer" and "Outstanding Student Service" at the University of the West of Scotland in 2016.