Teacher Incentives Professors in Global

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Dominik Petko
University of Zurich Switzerland
technology in teacher education
teachers’ beliefs
teaching methods
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Robert Hindle
University of Manchester United Kingdom
teacher supply recruitment
economics teaching
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Patricio Herbst
University of Michigan United States of America
professional development for teachers
teacher knowledge
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Nicole Sparapani
University of California, Davis United States of America
teacher language
student-teacher interactions
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Richard Ingersoll
University of Pennsylvania United States of America
teacher workforce trends
teacher preparation
teacher supply
teacher demand
teacher turnover
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Zhiqiong Chen
University of Warwick United Kingdom
teaching pedagogy
teaching technology
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Alison Porter
University of Southampton United Kingdom
technology in teacher development
pedagogies in teacher learning
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Kim Wilson
Macquarie University Australia
teacher professional learning
teacher attrition and retention
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Hanna Stammes
Radboud University Netherlands
teacher expertise
teacher noticing
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Jonathan Smith
University of Sherbrooke Canada
teaching practices
academic motivation
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Frits Flesch
Utrecht University Netherlands
teacher professionalisation
teaching research
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Elizabeth Davis
University of Michigan United States of America
elementary teacher education
curriculum materials in teacher education
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Fay Hadley
Macquarie University Australia
professional development of teachers
mentoring in education
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Luce Claessens
Utrecht University Netherlands
teacher expertise development
teacher-student relationships
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Alex Manning
King's College London United Kingdom
teacher wellbeing
teacher retention
teacher experiences
initial teacher education
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Adolphe Adihou
University of Sherbrooke Canada
continued teacher training
initial teacher training
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El Koné
University of Ottawa Canada
continuing teacher training
initial teacher training
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Rebecca Cooper
Monash University Australia
science teacher education
teacher knowledge
initial teacher education
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Cecilia Borges
University of Montreal Canada
teacher collaboration
teacher knowledge
initial teacher education
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Jason Anderson
University of Warwick United Kingdom
teacher education
teacher expertise
language teaching
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Ariel Lindorff
University of Oxford United Kingdom
educational improvement
educational effectiveness
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