Teacher Professionalisation Professors in Global

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Richard Ingersoll
University of Pennsylvania United States of America
teacher preparation
teacher demand
teacher supply
teacher workforce trends
teacher turnover
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Tal Carmi
University of Glasgow United Kingdom
teacher professionalism
professional learning
teacher knowledge
practice-based teacher education
co-teaching in teacher preparation
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Nathalie Gehrke
University of Washington United States of America
teacher socialization
teacher leadership
teacher mentors
teacher engagement
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Olivia Chi
Boston University United States of America
teacher quality
teacher labor markets
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Anna Beck
University of Glasgow United Kingdom
teacher education reform
teacher engagement
teacher voice representation
teacher agency
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Rebecca Cooper
Monash University Australia
professional learning
science teacher education
teacher knowledge
initial teacher education
pedagogy
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Cecilia Borges
University of Montreal Canada
teacher collaboration
teacher knowledge
initial teacher education
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
pedagogics
teaching and learning
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Lone Krogh
Aalborg University Denmark
professional didactics
pedagogics
teacher qualification methods
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Linh Tran
Monash University Australia
language teaching
initial teacher education
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Russell White
University of Edinburgh United Kingdom
pedagogical development
technological education
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Harriet Rhodes
University of Cambridge United Kingdom
early career teacher education
initial teacher education
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Vanessa Mcdonagh
University of Glasgow United Kingdom
initial teacher training
teacher identity
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Gisela Taube-lyxzen
Umeå University Sweden
language teaching
pedagogical support
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Martin Williams
University of Guelph Canada
teaching assistant training
modern pedagogy
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Anna Harrie
Linköping University Sweden
teaching and learning
pedagogic practices
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Tammy Smith
Monash University Australia
teaching and learning
health professional education
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Charles Coyle
University of Glasgow United Kingdom
catholic teacher education
teaching catholic teacher formation
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Margery Mcmahon
University of Glasgow United Kingdom
pedagogies
career-long professional learning
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Farah Akbar
University of Edinburgh United Kingdom
language teaching
teacher identity
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Sarah Steadman
King's College London United Kingdom
teacher education
initial teacher education
teacher identity
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