Teacher Certification Professors in Global

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Alex Manning
King's College London United Kingdom
teacher wellbeing
initial teacher education
teacher retention
teacher experiences
education
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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher socialization
teacher mentors
teacher engagement
educator collaboration
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Mai Vu
Umeå University Sweden
teacher education
teacher knowledge
teacher agency
teacher professionalism
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Betina Hsieh
University of Washington United States of America
teacher education
teacher learning
teacher agency
teacher professional identity
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher professional learning
teacher identity
teacher self-efficacy
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teacher identity
teaching methodology
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
teacher induction
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Emma Towers
King's College London United Kingdom
teacher education
teacher wellbeing
teacher identity
teacher retention
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Rebecca Cooper
Monash University Australia
science teacher education
teacher knowledge
initial teacher education
professional learning
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Andrew Kwok
Texas A&M University United States of America
teacher education
teacher preparation policy
teacher attrition
teacher beliefs
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Arnetha Ball
Stanford University United States of America
teaching
teachers
technology education
curriculum instruction
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Anna Beck
University of Glasgow United Kingdom
teacher education reform
teacher agency
teacher voice representation
teacher engagement
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Anne Charity Hudley
Stanford University United States of America
teaching
teachers
curriculum instruction
education
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Paulien Meijer
Radboud University Netherlands
teacher education
teacher learning
teacher professional identity
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher professional learning
teacher leadership
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Mohammed Estaiteyeh
Brock University Canada
teacher education
teacher professional development
technology-enhanced teaching
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Sarah Steadman
King's College London United Kingdom
teacher education
teacher identity
initial teacher education
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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Diane Slaouti
University of Manchester United Kingdom
teacher education
teacher development
transitional teaching and learning
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Jason Anderson
University of Warwick United Kingdom
teacher education
teacher expertise
language teaching
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