Teacher Ideology Professors in Global

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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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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher engagement
teacher socialization
teacher mentors
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Emma Towers
King's College London United Kingdom
teacher education
teacher identity
teacher wellbeing
teacher retention
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Zoè Robertson
University of Edinburgh United Kingdom
teacher leadership
teacher education
educational leadership
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Yogi Mahmud
University of Western Australia Australia
teacher education
teaching methodology
teacher identity
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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher knowledge
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Dominik Petko
University of Zurich Switzerland
teachers’ beliefs
technology in teacher education
teaching methods
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Ruth Kane
University of Ottawa Canada
teacher education
teacher effectiveness
teaching
teacher induction
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher identity
teacher self-efficacy
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher voice representation
teacher education reform
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Anila Asghar
McGill University Canada
teacher education
pedagogy
educational leadership
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Ros Mclellan
University of Cambridge United Kingdom
teacher education
teacher learning
pedagogical innovation
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Rebecca Cooper
Monash University Australia
pedagogy
science teacher education
teacher knowledge
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Mette Boie
Aarhus University Denmark
educational theory
pedagogical philosophy
teaching methods
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Lisa Kim
University of Sydney Australia
teacher effectiveness
teacher wellbeing
teacher retention
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Stina Wikberg
Umeå University Sweden
teacher education
educational leadership
teacher development
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Vanessa Mcdonagh
University of Glasgow United Kingdom
teacher beliefs
teacher identity
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Noah Heller
Harvard Graduate School of Education United States of America
teacher leadership
teacher education
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Trevor Mutton
University of Oxford United Kingdom
teacher education policy
teacher education
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Kristy Stein
Michigan State University United States of America
teacher leadership
instructional leadership
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Lucy Wood
King's College London United Kingdom
teacher pedagogy
teachers' self-efficacy
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