Teacher Expectations Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher engagement
teacher leadership
teacher socialization
teacher mentors
educator collaboration
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Andrew Kwok
Texas A&M University United States of America
teacher beliefs
teacher education
teacher attrition
teacher preparation policy
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Emma Towers
King's College London United Kingdom
teacher education
teacher wellbeing
teacher retention
teacher identity
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Mai Vu
Umeå University Sweden
teacher education
teacher professionalism
teacher knowledge
teacher agency
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher voice representation
teacher education reform
teacher agency
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher self-efficacy
teacher professional learning
teacher identity
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Ruth Kane
University of Ottawa Canada
teacher education
teacher effectiveness
teaching
teacher induction
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Alex Manning
King's College London United Kingdom
teacher experiences
teacher wellbeing
teacher retention
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Lisa Kim
University of Sydney Australia
teacher effectiveness
teacher wellbeing
teacher retention
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Betina Hsieh
University of Washington United States of America
teacher learning
teacher education
teacher agency
teacher professional identity
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher leadership
teacher professional learning
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
pedagogies for teacher learning
teacher professional learning
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teacher identity
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Stina Wikberg
Umeå University Sweden
teacher education
teacher development
pedagogical practices
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Ilona Rinne
University of Gothenburg Sweden
teacher education
teacher identity
pedagogical tact
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Francesca Siems-muntoni
University of Hamburg Germany
expectations
teacher stereotypes
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Rebekah Stathakis
Northwestern University United States of America
teacher evaluation
teacher education
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Vanessa Mcdonagh
University of Glasgow United Kingdom
teacher beliefs
teacher identity
initial teacher training
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Miriam Sherin
Northwestern University United States of America
teacher learning
teacher cognition
teacher noticing
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Paulien Meijer
Radboud University Netherlands
teacher learning
teacher education
teacher professional identity
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Ros Mclellan
University of Cambridge United Kingdom
teacher learning
teacher education
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