Teacher Beliefs Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher engagement
teacher mentors
teacher socialization
educator collaboration
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Emma Towers
King's College London United Kingdom
teacher wellbeing
teacher education
teacher identity
teacher retention
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher self-efficacy
teacher identity
teacher professional learning
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher identity
teaching methodology
teacher professional development
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Andrew Kwok
Texas A&M University United States of America
teacher beliefs
teacher education
teacher attrition
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Dominik Petko
University of Zurich Switzerland
teachers’ beliefs
technology in teacher education
teaching methods
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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher knowledge
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
teacher induction
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Alex Manning
King's College London United Kingdom
teacher experiences
teacher wellbeing
teacher retention
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Zoè Robertson
University of Edinburgh United Kingdom
teacher leadership
teacher education
teacher professional learning
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Lisa Kim
University of Sydney Australia
teacher wellbeing
teacher effectiveness
teacher retention
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
pedagogies for teacher learning
teacher professional learning
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Ilona Rinne
University of Gothenburg Sweden
teacher education
teacher identity
pedagogical tact
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Rebecca Cooper
Monash University Australia
teacher knowledge
science teacher education
pedagogy
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher voice representation
teacher education reform
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Stina Wikberg
Umeå University Sweden
teacher education
pedagogical practices
teacher development
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Sarah Freedman
University of California, Berkeley United States of America
teacher education
teaching and learning
classroom discourse
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Mette Boie
Aarhus University Denmark
educational theory
pedagogical philosophy
teaching methods
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Vanessa Mcdonagh
University of Glasgow United Kingdom
teacher beliefs
teacher identity
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Miriam Sherin
Northwestern University United States of America
teacher cognition
teacher learning
teacher noticing
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Lucy Wood
King's College London United Kingdom
teacher pedagogy
teachers' self-efficacy
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