Teacher Professionalization Professors in Global

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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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Rebecca Cooper
Monash University Australia
professional learning
science teacher education
teacher knowledge
initial teacher education
pedagogy
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Richard Ingersoll
University of Pennsylvania United States of America
teacher preparation
teacher demand
teacher workforce trends
teacher supply
teacher turnover
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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher knowledge
teacher agency
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Gosia Marschall
University of Cambridge United Kingdom
teacher professional learning
teacher education
teacher self-efficacy
teacher identity
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Yogi Mahmud
University of Western Australia Australia
teacher professional development
teacher education
teaching methodology
teacher identity
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Betina Hsieh
University of Washington United States of America
teacher education
teacher professional identity
teacher learning
teacher agency
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
teacher induction
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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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Emma Towers
King's College London United Kingdom
teacher education
teacher wellbeing
teacher identity
teacher retention
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Anna Beck
University of Glasgow United Kingdom
teacher education reform
teacher engagement
teacher agency
teacher voice representation
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Tatiana Chemi
Aalborg University Denmark
teacher's learning
pedagogics
progressive education
teaching and learning
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Trevor Mutton
University of Oxford United Kingdom
teachers’ professional learning
teacher education
teacher education policy
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Aileen Kennedy
University of Glasgow United Kingdom
teacher professional learning
teacher education
pedagogies for teacher learning
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Anne Suryani
Monash University Australia
teacher professional development
teacher education
teacher motivation
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Zoè Robertson
University of Edinburgh United Kingdom
teacher professional learning
teacher education
teacher leadership
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Paulien Meijer
Radboud University Netherlands
teacher education
teacher professional identity
teacher learning
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Stina Wikberg
Umeå University Sweden
teacher education
teacher development
pedagogical practices
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Christine Hamel
Laval University Canada
professional development for teachers
practical training in teaching
integration of theory and practice in professional learning
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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Andrew Kwok
Texas A&M University United States of America
teacher education
teacher preparation policy
teacher attrition
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