Teacher Identity Development 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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Betina Hsieh
University of Washington United States of America
teacher professional identity
teacher education
teacher learning
identity-informed mentoring
teacher agency
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Mai Vu
Umeå University Sweden
teacher education
teacher professionalism
teacher knowledge
teacher agency
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Nathalie Gehrke
University of Washington United States of America
teacher socialization
teacher leadership
teacher engagement
teacher mentors
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Ruth Kane
University of Ottawa Canada
teacher education
teacher effectiveness
teaching
teacher induction
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher agency
teacher education reform
teacher voice representation
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Yogi Mahmud
University of Western Australia Australia
teacher identity
teacher professional development
teacher education
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Emma Towers
King's College London United Kingdom
teacher identity
teacher education
teacher wellbeing
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Paulien Meijer
Radboud University Netherlands
teacher professional identity
teacher education
teacher learning
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Sarah Steadman
King's College London United Kingdom
teacher identity
teacher education
initial teacher education
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Gisbert Van Ginkel
Radboud University Netherlands
professional identity development
teacher learning
teacher research
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher professional learning
teacher leadership
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Noah Heller
Harvard Graduate School of Education United States of America
teacher education
identity and belonging in math classrooms
teacher leadership
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Douwe Beijaard
Eindhoven University of Technology Belgium
teacher education
development of beginning teachers
professional identity
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Alex Manning
King's College London United Kingdom
teacher wellbeing
teacher experiences
initial teacher education
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Cecilia Borges
University of Montreal Canada
teacher knowledge
teacher collaboration
initial teacher education
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Rebecca Cooper
Monash University Australia
teacher knowledge
science teacher education
initial teacher education
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Harmen Schaap
Radboud University Netherlands
professional identity tensions
teacher agency
teacher induction
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Rachel Lotan
Stanford University United States of America
teaching
teachers
curriculum development
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Anne Charity Hudley
Stanford University United States of America
teaching
teachers
identity
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