Profile of Dr YEH, Fang Yin 葉芳吟 - The Education University of Hong Kong


Post-doctoral Fellow	Department of Curriculum and Instruction

Contact

ORCiD

0000-0001-8428-5274

Phone

(852) 2948 6603

Fax

(852) 2948 7563

fyyeh@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=224298&name=YEH, Fang Yin

Scopus ID

57768084400

Research Outputs


Scholarly Books, Monographs and Chapters Cheng, M.M.H., & Yeh, F.Y. (2022). Identifying Effective STEM Programmes and Strategies in Asia. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (19-42). Singapore: Springer Doi:10.1007/978-981-19-2596-2_2. Cheng, M.M.H., & Yeh, F.Y. (2022). STEM Teacher Professional Development for Primary School Teachers in Hong Kong. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (271-287). Singapore: Springer. https://doi.org/10.1007/978-981-19-2596-2_15 Yeh, F. Y. & Cheng, M. M. H. (2021). Learning of student-teachers in initial teacher education programs in Taiwan. In Peters, M. A. (Eds.), Encyclopedia of Teacher Education (1-6). Singapore: Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_453-1
Journal Publications Sylvia Y. F. Tang, Eric S. C. Lo, Fang-Yin Yeh & May M. H. Cheng (2025). Early career teachers' motivation to become a teacher, teacher buoyancy, and teacher engagement. Teacher Development, [Online first], 1-20. https://doi.org/10.1080/13664530.2025.2495876 SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education Cheng, M. M. H., Tang, S. Y. F., Wong, A. K. Y., & Yeh, F. Y. (2023). How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy. Journal of Education for Teaching, 49(5), 753-767. https://doi.org/10.1080/02607476.2022.2150962 Tang, S.Y.F., Lo, E.S.C., Yeh, F.Y. & Cheng, M.M.H. (2023). Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy. Journal of Professional Capital and Community, 8(1), 30-46. https://doi.org/10.1108/JPCC-05-2022-0029 Yeh, F. Y. (2022). Contextualising teaching EIL in the Expanding Circle-East Asian region: A comparative analysis of junior secondary English textbooks in Taiwan and Japan. Asian Englishes, 24(3), 312-332. https://doi.org/10.1080/13488678.2022.2081899

Scholarly Books, Monographs and Chapters
Cheng, M.M.H., & Yeh, F.Y. (2022). Identifying Effective STEM Programmes and Strategies in Asia. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (19-42). Singapore: Springer Doi:10.1007/978-981-19-2596-2_2.
Cheng, M.M.H., & Yeh, F.Y. (2022). STEM Teacher Professional Development for Primary School Teachers in Hong Kong. In Cheng, M.M.H., Buntting, C., & Jones, A. (Eds.), Concepts and Practices of STEM Education in Asia (271-287). Singapore: Springer. https://doi.org/10.1007/978-981-19-2596-2_15
Yeh, F. Y. & Cheng, M. M. H. (2021). Learning of student-teachers in initial teacher education programs in Taiwan. In Peters, M. A. (Eds.), Encyclopedia of Teacher Education (1-6). Singapore: Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_453-1

Journal Publications
Sylvia Y. F. Tang, Eric S. C. Lo, Fang-Yin Yeh & May M. H. Cheng (2025). Early career teachers' motivation to become a teacher, teacher buoyancy, and teacher engagement. Teacher Development, [Online first], 1-20. https://doi.org/10.1080/13664530.2025.2495876
SDGs infomation: 3 - Good Health and Well-Being, 4 - Quality Education
Cheng, M. M. H., Tang, S. Y. F., Wong, A. K. Y., & Yeh, F. Y. (2023). How early career teachers overcome everyday work-related challenges: an analysis from the perspective of teacher buoyancy. Journal of Education for Teaching, 49(5), 753-767. https://doi.org/10.1080/02607476.2022.2150962
Tang, S.Y.F., Lo, E.S.C., Yeh, F.Y. & Cheng, M.M.H. (2023). Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy. Journal of Professional Capital and Community, 8(1), 30-46. https://doi.org/10.1108/JPCC-05-2022-0029
Yeh, F. Y. (2022). Contextualising teaching EIL in the Expanding Circle-East Asian region: A comparative analysis of junior secondary English textbooks in Taiwan and Japan. Asian Englishes, 24(3), 312-332. https://doi.org/10.1080/13488678.2022.2081899

Projects


Teacher buoyancy in the performative context in China The study explores how early career teachers (ECTs) in Mainland China navigate daily teaching and teaching research groups (TRGs) within a performative educational system characterized by competition and collaborative expectations. The TRGs have been a deeply embedded professional contextual resource in the Chinese education system aimed at fostering professional development and collaboration. In an environment where teaching effectiveness is frequently measured and compared, the dynamics of collegial relationships can be complex. This qualitative research focuses on teachers participating in TRGs. Through interviews, the study examines these ECTs’ teacher buoyancy and how they negotiate their roles amidst pressures of performativity, competition, and the need for collaboration. Project Start Year: 2024, Principal Investigator(s): CHENG, May Hung, May (YEH, Fang Yin as Co-Investigator) SDGs Information: 3 - Good Health and Well-Being

Teacher buoyancy in the performative context in China
The study explores how early career teachers (ECTs) in Mainland China navigate daily teaching and teaching research groups (TRGs) within a performative educational system characterized by competition and collaborative expectations. The TRGs have been a deeply embedded professional contextual resource in the Chinese education system aimed at fostering professional development and collaboration. In an environment where teaching effectiveness is frequently measured and compared, the dynamics of collegial relationships can be complex. This qualitative research focuses on teachers participating in TRGs. Through interviews, the study examines these ECTs’ teacher buoyancy and how they negotiate their roles amidst pressures of performativity, competition, and the need for collaboration.
Project Start Year: 2024, Principal Investigator(s): CHENG, May Hung, May (YEH, Fang Yin as Co-Investigator)
SDGs Information: 3 - Good Health and Well-Being