Self Study Of Teacher Education Practices Professors in Global

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Gosia Marschall
University of Cambridge United Kingdom
teacher self-efficacy
teacher education
teacher professional learning
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Stina Wikberg
Umeå University Sweden
teacher education
pedagogical practices
teacher development
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
pedagogies for teacher learning
teacher professional learning
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Rachel Forgasz
Monash University Australia
teacher education
teacher professional learning
self-study
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teaching methodology
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Erik Sigurdson
Umeå University Sweden
pedagogical practices
teacher training
education research
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Melissa Reed
Macquarie University Australia
teacher education
teacher professional development
reflective practice
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Professor
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Joe Fagan
King's College London United Kingdom
teacher education
teacher development
reflective practice
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Mai Vu
Umeå University Sweden
teacher education
teacher knowledge
teacher professionalism
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Dominik Petko
University of Zurich Switzerland
technology in teacher education
teaching methods
personalized teaching and learning methods
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Professor
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Åsa Jeansson
Umeå University Sweden
teacher education
pedagogical practices
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Tim Fletcher
Brock University Canada
self-study of professional practice
teachers' professional development
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Lucy Wood
King's College London United Kingdom
teachers' self-efficacy
teacher pedagogy
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Professor
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Louise Hawxwell
University of Edinburgh United Kingdom
teacher practices
self-study
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Anna Widén
Umeå University Sweden
teacher education
educational practices
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Cynthia Lewis
Simon Fraser University Canada
teacher education
educational practices
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Professor
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Sheila Delaney
York University Canada
teacher education
educational practices
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Professor
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Christina Skodras
University of Gothenburg Sweden
teacher education
teacher questioning practices
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Professor
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher 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
inclusion in pedagogical practices
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