Teacher Knowledge Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher socialization
teacher engagement
teacher mentors
educator collaboration
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Mai Vu
Umeå University Sweden
teacher knowledge
teacher education
teacher professionalism
teacher agency
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Rebecca Cooper
Monash University Australia
teacher knowledge
science teacher education
pedagogical content knowledge development
pedagogy
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher professional learning
teacher identity
teacher self-efficacy
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Betina Hsieh
University of Washington United States of America
teacher education
teacher learning
teacher professional identity
teacher agency
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Emma Towers
King's College London United Kingdom
teacher education
teacher identity
teacher wellbeing
teacher retention
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
teacher induction
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher identity
teacher professional development
teaching methodology
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Rachel Forgasz
Monash University Australia
teacher education
teacher professional learning
teacher emotion
learning
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
teaching and learning
learning
pedagogics
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Marcia Linn
University of California, Berkeley United States of America
practitioner knowledge
teacher development
educators
learning
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Tal Carmi
University of Glasgow United Kingdom
teacher knowledge
teacher professionalism
practice-based teacher education
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Jason Anderson
University of Warwick United Kingdom
teacher expertise
teacher education
language teaching
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher professional learning
teacher leadership
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Miriam Sherin
Northwestern University United States of America
teacher cognition
teacher learning
teacher noticing
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Paulien Meijer
Radboud University Netherlands
teacher education
teacher learning
teacher 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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Trevor Mutton
University of Oxford United Kingdom
teacher education
teachers’ professional learning
teacher education policy
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Janine Remillard
University of Pennsylvania United States of America
teacher education
mathematics teacher learning
innovative tools for teacher learning
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Ilona Rinne
University of Gothenburg Sweden
teacher education
teacher identity
pedagogical tact
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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