Teacher Professional Identity Development Professors in Global

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Gosia Marschall
University of Cambridge United Kingdom
teacher identity
teacher professional learning
teacher education
teacher self-efficacy
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Betina Hsieh
University of Washington United States of America
teacher professional identity
teacher education
teacher learning
identity-informed mentoring
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Rebecca Cooper
Monash University Australia
professional learning
teacher knowledge
science teacher education
initial teacher education
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Yogi Mahmud
University of Western Australia Australia
teacher professional development
teacher identity
teacher education
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Paulien Meijer
Radboud University Netherlands
teacher professional identity
teacher education
teacher learning
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Emma Towers
King's College London United Kingdom
teacher identity
teacher education
teacher wellbeing
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Ilona Rinne
University of Gothenburg Sweden
teacher identity
teacher education
professional development
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Gonny Schellings
Eindhoven University of Technology Belgium
teacher development
professional identity
professional learning
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Anne Suryani
Monash University Australia
teacher professional development
teacher education
teacher motivation
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Gisbert Van Ginkel
Radboud University Netherlands
professional identity development
teacher research
teacher learning
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Aileen Kennedy
University of Glasgow United Kingdom
teacher professional learning
teacher education
pedagogies for teacher learning
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Zoè Robertson
University of Edinburgh United Kingdom
teacher professional learning
teacher education
teacher leadership
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Caroline Riches
McGill University Canada
language teacher professional identity
professional development
additional language teacher education
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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher knowledge
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Trevor Mutton
University of Oxford United Kingdom
teachers’ professional learning
teacher education
teacher education policy
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Douwe Beijaard
Eindhoven University of Technology Belgium
professional identity
teacher education
development of beginning teachers
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Sarah Steadman
King's College London United Kingdom
teacher identity
teacher education
initial teacher education
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Joséphine Mukamurera
University of Sherbrooke Canada
professional identity
professional development
teacher engagement
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Vanessa Mcdonagh
University of Glasgow United Kingdom
teacher identity
teacher beliefs
initial teacher training
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Tal Carmi
University of Glasgow United Kingdom
teacher professionalism
professional learning
teacher knowledge
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Noah Heller
Harvard Graduate School of Education United States of America
teacher education
teacher leadership
identity and belonging in math classrooms
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