Teacher Voice Representation Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher engagement
teacher mentors
teacher socialization
educator collaboration
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Anna Beck
University of Glasgow United Kingdom
teacher voice representation
teacher engagement
teacher agency
teacher education reform
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Ruth Kane
University of Ottawa Canada
teaching
teacher effectiveness
teacher education
teacher induction
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Emma Towers
King's College London United Kingdom
teacher education
teacher identity
teacher retention
teacher wellbeing
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Betina Hsieh
University of Washington United States of America
teacher learning
teacher education
teacher agency
teacher professional identity
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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher agency
multilingual classroom
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Julia Rottmayer
University of Wisconsin, Madison United States of America
teaching voice
voice performance
voice science
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Freda Herseth
University of Michigan United States of America
vocal pedagogy
voice
applied voice
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Morag Morrison-helme
University of Cambridge United Kingdom
pupil voice
teacher training
peer teaching
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Sarah Freedman
University of California, Berkeley United States of America
classroom discourse
teacher education
teaching and learning
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Paulien Meijer
Radboud University Netherlands
teacher learning
teacher education
teacher professional identity
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Lisa Kim
University of Sydney Australia
teacher effectiveness
teacher retention
teacher wellbeing
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Andrew Kwok
Texas A&M University United States of America
teacher education
teacher beliefs
teacher attrition
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Sherri Zelazny
University of British Columbia Canada
gender affirming voice training
voice evaluation
voice treatment
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Jason Anderson
University of Warwick United Kingdom
teacher education
language teaching
teacher expertise
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Miriam Sherin
Northwestern University United States of America
teacher learning
teacher cognition
teacher noticing
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Alex Manning
King's College London United Kingdom
teacher experiences
teacher retention
teacher wellbeing
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Gosia Marschall
University of Cambridge United Kingdom
teacher education
teacher identity
teacher self-efficacy
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Rachel Forgasz
Monash University Australia
teacher emotion
teacher education
teaching for climate justice
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Sten Ternström
KTH Royal Institute of Technology Sweden
voice acoustics
voice analysis
voice synthesis
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Janine Remillard
University of Pennsylvania United States of America
teacher education
mathematics teacher learning
classroom practices
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