Task Based Teaching Professors in Global

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Minjie Xing
University of Manchester United Kingdom
interactive learning
language teaching
multimodal language teaching
cooperative learning
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Mohammed Estaiteyeh
Brock University Canada
technology-enhanced teaching
online teaching
differentiated instruction
teacher education
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Kjell Staffas
Uppsala University Sweden
problem-based learning
student-centered learning
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Jenna Koenen
Technical University of Munich Germany
teaching and learning processes
teacher training
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Aneta Marren
University of Glasgow United Kingdom
teacher training
language teaching
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Katherine Price
University of Glasgow United Kingdom
problem-based learning
active learning techniques
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Andrew Dicks
University of Toronto Canada
problem-based learning
discovery-based learning
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Nikolaj Stegeager
Aalborg University Denmark
problem-based learning
innovative teaching
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Eva Hammar Chiriac
Linköping University Sweden
problem-based learning
cooperative learning
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Florencia Henshaw
University of Illinois United States of America
teacher training
proficiency-based language instruction
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Sandra Zappa-hollman
University of British Columbia Canada
teacher training
language teaching methodology
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Anila Asghar
McGill University Canada
problem-based learning
teacher education
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Andrina Inglis
University of Edinburgh United Kingdom
effective teaching strategies
teacher education
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Chauncey Monte-sano
University of Michigan Marsal Family School of Education United States of America
inquiry-based instruction
teacher education
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Bob Bain
University of Michigan United States of America
discipline-based learning
teacher education
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Isaac Sunseri
Pennsylvania State University United States of America
teaching practices
active learning techniques
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Ali Yildirim
University of Gothenburg Sweden
teaching and learning processes
teacher education
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Kathy Sanford
University of Victoria Canada
community-based education
teacher education
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Diane Slaouti
University of Manchester United Kingdom
transitional teaching and learning
teacher education
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Russ Fox
Monash University Australia
school-based interventions
responsive teacher training
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Maria Rodriguez De France
University of Victoria Canada
arts-based place-based education
teacher education
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