Teacher Student Interactions Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher engagement
teacher socialization
educator collaboration
teacher mentors
teacher leadership
school-university partnerships
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Ann Childs
University of Oxford United Kingdom
teacher-student interaction
classroom interaction
teacher education
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Rachel Forgasz
Monash University Australia
teacher emotion
teacher education
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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Julie Williamson
University of Glasgow United Kingdom
multitouch interaction
performative interaction
public interaction
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Paul Mcmillan
University of Edinburgh United Kingdom
classroom interaction
teacher vision
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Cecilia Borges
University of Montreal Canada
teacher collaboration
teacher knowledge
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Jan Van Tartwijk
Utrecht University Netherlands
classroom relationships
interpersonal behavior
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Marcela Gallardo Lazo
Monash University Australia
teacher emotions
teacher education
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Michelle Bishop
University of New South Wales Australia
school-community relationships
teacher education
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Mark Winterbottom
University of Cambridge United Kingdom
classroom environment
teacher education
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Fleur Diamond
Monash University Australia
co-teaching
teacher professional learning
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Alicja Frankowski
York University Canada
teaching practices
student mentoring
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Robert Teather
Carleton University Canada
interactions
human-computer interaction
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Mary Juzwik
Michigan State University United States of America
dialogue teaching
teacher education
classroom discourse
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Gabriel Stylianides
University of Oxford United Kingdom
teacher education
classroom-based interventions
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Liv Davila
University of Illinois United States of America
teacher education
classroom pedagogies
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Zoè Robertson
University of Edinburgh United Kingdom
teacher leadership
teacher education
teacher professional learning
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Gosia Marschall
University of Cambridge United Kingdom
teacher identity
teacher education
teacher professional learning
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Ilona Rinne
University of Gothenburg Sweden
teacher identity
teacher education
pedagogical tact
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Paul Warwick
University of Cambridge United Kingdom
teacher education
technology in teaching and learning
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