Peer Observation Of Teaching Professors in Global

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Mohammed Estaiteyeh
Brock University Canada
teacher education
inclusion in pedagogical practices
online teaching
teacher professional development
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
teaching and learning
pedagogics
pedagogical innovation
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Paul Warwick
University of Cambridge United Kingdom
teacher education
classroom assessment
technology in teaching and learning
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Hui-chuan Li
University of Edinburgh United Kingdom
comparative education
learning and assessment
teacher professional development
mathematics teaching
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Emily Nordmann
University of Glasgow United Kingdom
learning and teaching
pedagogical research
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Joshua Danish
University of Illinois United States of America
pedagogical research
teacher education
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Pernilla Ahlstrand
University of Gothenburg Sweden
feedback in education
pedagogical work
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Marijn Van Dijk
University of Groningen Netherlands
teacher-student interactions
behavioral observation
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Nicole Sanderson
University of Waterloo Canada
post-secondary teaching
teacher education
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Andrew Dane
Brock University Canada
peer relations
peer victimization
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Maria Pampaka
University of Manchester United Kingdom
teaching practices
learner attitudes
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Silwa Claesson
University of Gothenburg Sweden
pedagogical work
teacher education
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Douwe Beijaard
Eindhoven University of Technology Belgium
quality of teaching
teacher education
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Martina Borg
University of Gothenburg Sweden
assessment in teacher education
collaborative practices in education
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Hanne Rasmussen
University of Southern Denmark Denmark
teacher education
video-based analysis in teaching
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Jade Atallah
York University Canada
teaching and learning
pedagogical research
scholarship teaching and learning
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Professor
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Angela Cope
York University Canada
pedagogical research
scholarship teaching and learning
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Karen Cohen-gazith
McGill University Canada
teacher education
evidence-based teaching practices
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Miriam Sherin
Northwestern University United States of America
teacher learning
teacher noticing
teacher cognition
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Karen Dannesboe
Aarhus University Denmark
parent-teacher cooperation
pedagogical anthropology
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Christina Skodras
University of Gothenburg Sweden
teacher education
teacher questioning practices
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