Teacher Training Practices Professors in Global

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Tal Carmi
University of Glasgow United Kingdom
practice-based teacher education
co-teaching in teacher preparation
teacher professionalism
teacher knowledge
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Nathalie Gehrke
University of Washington United States of America
teacher socialization
teacher engagement
teacher leadership
teacher mentors
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Stina Wikberg
Umeå University Sweden
pedagogical practices
teacher education
teacher development
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Trevor Mutton
University of Oxford United Kingdom
teacher education
teachers’ professional learning
teacher education policy
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Janine Remillard
University of Pennsylvania United States of America
classroom practices
teacher education
mathematics teacher learning
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
pedagogies for teacher learning
teacher professional learning
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Mohammed Estaiteyeh
Brock University Canada
teacher education
teacher professional development
inclusion in pedagogical practices
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Morag Morrison-helme
University of Cambridge United Kingdom
teacher training
drama education practice
peer teaching
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teaching methodology
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher professional learning
teacher leadership
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher professional learning
teacher self-efficacy
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Rian Aarts
Tilburg University Netherlands
teacher education
teacher development
language teaching
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Ruth Kane
University of Ottawa Canada
teacher education
teaching
teacher effectiveness
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Andrew Kwok
Texas A&M University United States of America
teacher education
teacher preparation policy
teacher beliefs
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Ebony Perouse-harvey
Harvard Graduate School of Education United States of America
teacher education
special education practices
antiracist teaching practice
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Mai Vu
Umeå University Sweden
teacher education
teacher professionalism
teacher knowledge
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Lorena Guillén
University of California Los Angeles United States of America
teacher education
pre-service teacher learning
community-based teacher education
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Penelope Peterson
Northwestern University United States of America
teaching in schools and classrooms
student teacher learning
practice
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Cecilia Borges
University of Montreal Canada
pedagogical practice analysis
teacher collaboration
teacher knowledge
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Erik Sigurdson
Umeå University Sweden
teacher training
pedagogical practices
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Åsa Jeansson
Umeå University Sweden
pedagogical practices
teacher education
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