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Teacher Resilience
Teacher Resilience Professors in Global
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Professor
Richard Ingersoll
University of Pennsylvania
United States of America
teacher preparation
teacher supply
teacher turnover
teacher demand
teacher workforce trends
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Professor
Janine Remillard
University of Pennsylvania
United States of America
teacher education
mathematics teacher learning
innovative tools for teacher learning
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Professor
Yogi Mahmud
University of Western Australia
Australia
teacher education
teacher professional development
teacher identity
teaching methodology
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Professor
Dorothy Lambdin
University of Texas at Austin
United States of America
teachers' goals and intentions
teachers' careers
physical education teacher education
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Professor
Lorena Guillén
University of California Los Angeles
United States of America
teacher education
community-based teacher education
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Professor
Maurice Tardif
University of Montreal
Canada
teacher education
teacher professionalization
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Professor
Emil Marklund
Umeå University
Sweden
teacher education
teachers' working conditions
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Professor
Douwe Beijaard
Eindhoven University of Technology
Belgium
teacher education
quality of teaching
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Professor
Paulien Meijer
Radboud University
Netherlands
teacher learning
teacher education
teacher professional identity
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Professor
Betina Hsieh
University of Washington
United States of America
teacher learning
teacher education
teacher professional identity
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Professor
Debi Khasnabis
University of Michigan
United States of America
teacher education
culturally responsive teaching
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Professor
Stacey Hardin
University of Washington
United States of America
teacher education
culturally responsive teaching
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Professor
Erica Caasi
Boston University
United States of America
teacher education
culturally responsive teaching
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Professor
Jessica Mocella
McGill University
Canada
teacher education
pedagogy leadership
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Professor
Emma Towers
King's College London
United Kingdom
teacher wellbeing
teacher retention
teacher education
teacher identity
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Professor
Sarah Steadman
King's College London
United Kingdom
teacher education
teacher identity
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Professor
Ilona Rinne
University of Gothenburg
Sweden
teacher education
pedagogical tact
teacher identity
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Professor
Gosia Marschall
University of Cambridge
United Kingdom
teacher self-efficacy
teacher education
teacher professional learning
teacher identity
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Professor
David Lewkowich
University of Alberta
Canada
teacher education
teacher identity
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Professor
Trevor Mutton
University of Oxford
United Kingdom
teacher education
teachers’ professional learning
teacher education policy
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Professor
Catherine Fagan
University of Glasgow
United Kingdom
teacher education
teachers’ professional identity
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