Rate My Professor Angel Mok

Dr. Angel Mok is a Lecturer in the School of Education at the University of New England, Armidale, Australia. She holds a Doctor of Philosophy in Education from Macquarie University. Mok has taught in a range of early childhood settings in Hong Kong and Australia. She joined the University of New England as a Lecturer in June 2017, where she contributes to teaching, course development, and research in education. She coordinates units such as Young Children Discovering Multiliteracies (EDEC316), Applying Theory to Practice (EDEC371), and Early Childhood Theories and Philosophy (EDEC302). Mok is involved in research groups including Rural, Regional and Remote Education and Interculturality.

Her research interests include ethnicity, culture, cultural diversity, qualitative ethnography, sociology, narrative analysis, and early childhood education. Key areas of focus encompass cultural identities of Chinese families and their children's mathematics learning, leadership concerns for early childhood student teachers, first-year transition programs, and innovative course design for early childhood education degrees. She presented a School of Education seminar in 2019 titled “Thrown into the deep end with little mentoring” – what our students tell us about their concerns in becoming leaders in early childhood settings. In 2018, she participated in a panel discussion on gathering children's voices: the art of researching with children not on children. At the 2025 From Evidence to Excellence Early Childhood Conference, she presented on Transitioning to study at university for early childhood teachers. She co-authored a submission to the Early Childhood Teacher Education Council on relevant issues. Notable publications include "Calling for mentoring: Early childhood student teachers' experience and concerns on leadership roles in Australia" (2025); "Rethinking content design for Small 3cp Units" (2024); "Identity and Role Challenges for Academic Teams Engaging with a First-Year Transition Program" (2024); "A journey through course development: The design process for a new early childhood education course" (2023); "Leading practice in early childhood education" (chapter, 2020); "“It’s a Skill That Can Be Trained”: How Chinese Parents View Mathematics and What This Means" (2020); "Understanding Chinese Families' Cultural Identities and Their Children's Mathematics Learning through a Narrative Approach" (2019); and "The Transnational Child" (2014). Her publications have garnered 21 citations.