Teacher Wellbeing Professors in Global

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John Sexton
Duke University Singapore
healthcare worker well-being
well-being science
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Joshua Lerner
Northwestern University United States of America
new teacher mentoring
teacher-led professional development
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Leanne Fried
University of Western Australia Australia
social emotional wellbeing
youth wellbeing
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Dorothy Lambdin
University of Texas at Austin United States of America
physical education teacher education
teachers' goals and intentions
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Elizabeth Hagermoser-bayley
University of Wisconsin–Madison United States of America
mental health in education
school psychology
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Aliza Werner-seidler
University of New South Wales Australia
school mental health
youth wellbeing
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Neil Sutherland
University College London United Kingdom
teaching development
pedagogic practice
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Sarah Barrett
York University Canada
teachers' work lives
teachers' values
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Michelle Helms-lorenz
University of Groningen Netherlands
wellbeing of beginning pre-service teachers
teaching quality
teaching skillfulness
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Richard Ingersoll
University of Pennsylvania United States of America
teacher preparation
teacher turnover
teacher workforce trends
teacher supply
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Steve Desjardins
University of Ottawa Canada
teaching technology
pedagogical practices
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Paul Mcmillan
University of Edinburgh United Kingdom
teacher vision
pedagogy
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Robin Harvey
New York University United States of America
language teacher education
pedagogy
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Kara Jackson
University of Washington United States of America
science teacher education
mathematics teacher education
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Kevin Chuang
University of Saskatchewan Canada
teaching-learning interactions
pedagogy
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Rebecca Cooper
Monash University Australia
teacher knowledge
science teacher education
pedagogy
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Noemi Katznelson
Aalborg University Denmark
pedagogical practices
youth well-being
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John De Nobile
Macquarie University Australia
teacher job attitudes
classroom management
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Marcus Samuelsson
Linköping University Sweden
classroom management
classroom leadership
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Didier Paquelin
Laval University Canada
teaching and learning processes
pedagogical development
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Ann Macdonald
University of Edinburgh United Kingdom
teacher identities
women teachers
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