Teacher Identities Professors in Global

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Gosia Marschall
University of Cambridge United Kingdom
teacher identity
teacher self-efficacy
teacher education
teacher professional learning
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Nathalie Gehrke
University of Washington United States of America
teacher mentors
teacher leadership
teacher socialization
teacher engagement
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Emma Towers
King's College London United Kingdom
teacher identity
teacher education
teacher wellbeing
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Noah Heller
Harvard Graduate School of Education United States of America
identity and belonging in math classrooms
teacher education
teacher leadership
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Anne Charity Hudley
Stanford University United States of America
teachers
identity
teaching
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Arnetha Ball
Stanford University United States of America
teachers
identity
teaching
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Bryan Brown
Stanford University United States of America
teachers
identity
teaching
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Sara Krzyzaniak
Stanford University United States of America
teachers
identity
teaching
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Jonathan Rosa
Stanford University United States of America
teachers
identity
teaching
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Ira Lit
Stanford University United States of America
teachers
identity
teaching
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Prashant Loyalka
Stanford University United States of America
teachers
identity
teaching
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Ramon Martinez
Stanford University United States of America
teachers
identity
teaching
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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
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher leadership
teacher professional learning
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Peter Thaler
University of Southern Denmark Denmark
religious identities
national identities
ethnic identities
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Ann Macdonald
University of Edinburgh United Kingdom
teacher identities
women teachers
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Vanessa Mcdonagh
University of Glasgow United Kingdom
teacher identity
teacher beliefs
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Mimi Masson
University of Sherbrooke Canada
teacher identity
teacher learning
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Sarah Steadman
King's College London United Kingdom
teacher identity
teacher education
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