DoctorTing Ma

I have designed and validated tests for measuring metaphoric competence that were used by English learners and teachers to identify teaching priorities (see Ma et al., 2025). I have also worked with English teachers in designing and evaluating metaphor-based classroom interventions that improved learners’ metaphoric competence (see Ma, In Press).

In Sato and Ma (2025), we found that pre-service teachers’ confidence to teach is shaped not only by initial teacher education, but also by factors such as age, gender, and life experiences. This work contributes a more nuanced evidence base to discussions about teacher preparedness and responds to policy-facing debates about the role and effectiveness of ITE (Education Review Office, 2024).

I interviewed 12 international student teachers to explore factors influencing their practicum success. Based on the findings, I submitted evidence-informed recommendations to my faculty’s professional practice review on how to better support international students. These recommendations were fully accepted, demonstrating direct institutional impact.