Teacher Mentoring Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher mentors
teacher leadership
teacher engagement
teacher socialization
educator collaboration
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Tal Carmi
University of Glasgow United Kingdom
mentoring
teacher professionalism
co-teaching in teacher preparation
teacher knowledge
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Betina Hsieh
University of Washington United States of America
teacher learning
teacher education
identity-informed mentoring
teacher agency
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Ruth Kane
University of Ottawa Canada
teaching
teacher education
teacher effectiveness
teacher induction
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Mai Vu
Umeå University Sweden
teacher education
teacher professionalism
teacher agency
teacher knowledge
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teaching methodology
teacher identity
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Emma Towers
King's College London United Kingdom
teacher education
teacher wellbeing
teacher retention
teacher identity
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Rachel Forgasz
Monash University Australia
teacher education
teacher professional learning
teacher emotion
learning
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher agency
teacher voice representation
teacher education reform
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher professional learning
teacher self-efficacy
teacher identity
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Mohammed Estaiteyeh
Brock University Canada
teacher education
teacher professional development
online teaching
learning
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
teaching and learning
pedagogics
learning
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Wendi Wijarwadi
University of New South Wales Australia
mentoring
teacher collaboration
teacher professional development
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Gisbert Van Ginkel
Radboud University Netherlands
mentored workplace learning
teacher learning
teacher research
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher leadership
teacher professional learning
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Anne Suryani
Monash University Australia
teacher education
teacher motivation
teacher professional development
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Miriam Sherin
Northwestern University United States of America
teacher learning
teacher cognition
teacher noticing
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Pernille Rattleff
Technical University of Denmark Denmark
teacher training
teaching and learning
learning
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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Fleur Diamond
Monash University Australia
teacher professional learning
co-teaching
young adult teacher education
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