Academic & Teaching Staff
Dr Zhang Le-Xuan
Research Assistant Professor
Music Teaching Method, Pedagogy in Music Education
(852) 2948 7713
Dr Zhang Le-Xuan
Research Assistant Professor
Dr. Le-Xuan ZHANG received her EdD from The Education University of Hong Kong (EdUHK), a Master’s Degree from Boston Conservatory, and a Bachelor’s Degree from Wuhan Conservatory. She was a post-doctoral fellow in the Department of Curriculum and Instruction, EdUHK. Prior to joining EdUHK, she had working experiences in public schools in Massachusetts, USA, and in international schools (including the International Baccalaureate school) in Shenzhen, China. Besides working as a music teacher, she was also involved as a curriculum director and executive principal while working in international schools.
Le-Xuan is passionate about school education, teacher education, and interdisciplinary/transdisciplinary pedagogies and strategies. Academically, she published articles related to curriculum, instruction, and assessment for school music lesson implementation. Her research works on school education, student-centered learning approach, and educational philosophy have been published in different international journals and edited volumes.
Practically, Le-Xuan received teaching certificates in Kodaly Teaching Approach (Level I, II, III) and Conversational Solfege (Level I & II) for K-12 education from the University of Hartford, and First Steps in Music for early childhood education from Gordon College. She has more than five years of experience as a K-12 teacher trainer sharing innovative pedagogies and strategies with music teachers. Le-Xuan holds an inclusive education philosophy and is always willing to build educational connections and collaborations with peers and students, both locally and internationally.
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EdD (The Education University of Hong Kong)
MA (Boston Conservatory)
BA (Wuhan Conservatory)
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Areas of Teaching
Music Teaching Method
Pedagogy in Music Education
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Research Interests
School Music Education
Interdisciplinary/Transdisciplinary Education (e.g., STEAM)
Formative Assessment
Student-centered Learning Approach
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Selected Outputs
- Zhang, L.-X., Yan, Z., & Wang, X. (2025). Understanding music teachers’ formative assessment intention and implementation: A Chinese Mainland context. International Journal of Music Education. Advance online publication. https://doi.org/10.1177/02557614251315461
- Zhang, L.-X., & Leung, B.-W. (2024). Defining music demonstration lessons: A unique performance-based lesson type improving teachers' instructional skills in Chinese mainland education. British Journal of Music Education. Advance online publication. https://doi.org/10.1017/S0265051724000214
- Zhang, L.-X., & Hebert, D. G. (2023). Beyond education: A comparison of Tagore and Hu Shih’s educational philosophies. In D. G. Hebert (Ed.), Comparative and decolonial studies in philosophy of education (pp. 89-105). Springer. https://doi.org/10.1007/978-981-99-0139-5_6
- Yang, Y., & Zhang, L.-X. (2023). Building professional resilience: School music teachers’ instructional practice development under curriculum reform. Research Studies in Music Education. Advance online publication. https://doi.org/10.1177/1321103X231209692
- Zhang, L.-X., & Leung, B.-W. (2023). Context matters: Adaptation of student-centred education in China school music classrooms. Music Education Research, 25(4), 418-434. https://doi.org/10.1080/14613808.2023.2230587
