Feng Teng

Education · 2016–2018

A researcher in the Science corpus: 3 papers; trusts 35 researchers and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Education — 25 citations into it; #2,462 of 11,309 by trust here, #9,615 by citations
• Developmental and Educational Psychology — 14 citations into it; #2,749 of 8,223 by trust here, #7,501 by citations
• Language and Linguistics — 7 citations into it; #1,053 of 3,093 by trust here, #2,533 by citations
• Social Psychology — 6 citations into it; #7,573 of 15,694 by trust here, #15,478 by citations
• Literature and Literary Theory — 5 citations into it

Whom Feng Teng trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Z. Mevarech
2. Sanne F. Akkerman
3. S. Larkin
4. M. Veenman
5. Gregory Schraw
6. Rui (Eric) Yuan
7. Paulien C. Meijer
8. Chagit Amrany
9. L. Nguyen
10. Michalinos Zembylas

Who trusts Feng Teng overall

1. (Mark) Feng Teng
2. J. Richards
3. Jing Huang

Papers from Feng Teng's perspective

Ordered by how strongly the researchers Feng Teng trusts endorse each paper. Same corpus, a different order for every researcher.

1. Understanding teacher identity: an overview of issues in the literature and implications for teacher education
2. Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research
3. Student teachers' professional identity
4. Emotions and ‘getting by’: a pre-service teacher navigating professional experience
5. Metacognition and learning: conceptual and methodological considerations
6. Motivating learners to speak as themselves
7. The development of the personal self and professional identity in learning to teach
8. The emotional characteristics of teaching: an ethnographic study of one teacher
9. Rethinking the practicum: limitations and possibilities
10. Revisiting the teachers' lounge: Reflections on emotional experience and teacher identity

Their papers

• Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language (2018) — 118 citations
• Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-Service Teachers' Practicum Experiences. (2017) — 133 citations
• Immediate and delayed effects of embedded metacognitive instruction on Chinese EFL students’ English writing and regulation of cognition (2016) — 87 citations