Japanese Teacher Education Professors in Global

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Mai Vu
Umeå University Sweden
teacher education
teacher knowledge
teacher agency
teacher professionalism
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
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Diane Slaouti
University of Manchester United Kingdom
teacher education
teacher development
english language teaching
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Betina Hsieh
University of Washington United States of America
teacher education
teacher learning
teacher agency
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher professional learning
teacher self-efficacy
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher professional learning
teacher leadership
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Emma Towers
King's College London United Kingdom
teacher education
teacher wellbeing
teacher retention
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Jason Anderson
University of Warwick United Kingdom
teacher education
teacher expertise
language teaching
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Rebecca Cooper
Monash University Australia
science teacher education
teacher knowledge
initial teacher education
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Lisa Kim
University of Sydney Australia
teacher effectiveness
teacher wellbeing
teacher retention
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Alex Manning
King's College London United Kingdom
initial teacher education
teacher wellbeing
teacher retention
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Alison Porter
University of Southampton United Kingdom
technology in teacher development
pedagogies in teacher learning
foreign language teaching
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Farahnaz Faez
Western University Canada
in-service teacher education
esl teacher education
pre-service teacher education
language teaching
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Joe Fagan
King's College London United Kingdom
teacher education
teacher development
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Stina Wikberg
Umeå University Sweden
teacher education
teacher development
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Takuya Kojima
Australian National University Australia
japanese language education
language teacher education
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Trevor Mutton
University of Oxford United Kingdom
teacher education
teacher education policy
teachers’ professional learning
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Caroline Daly
University College London United Kingdom
teacher education
teacher professional development
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Mohammed Estaiteyeh
Brock University Canada
teacher education
teacher professional development
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