Teachers Professional Boundaries Professors in Global

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Mai Vu
Umeå University Sweden
teacher professionalism
teacher education
teacher knowledge
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Zoè Robertson
University of Edinburgh United Kingdom
teacher professional learning
teacher leadership
teacher education
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Judith Warren
University of California, Berkeley United States of America
teachers’ professional development
teachers' work
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Tal Carmi
University of Glasgow United Kingdom
teacher professionalism
teacher knowledge
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Thamar Voss
Albert Ludwig University of Freiburg Germany
teachers' professional competence
teacher education
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Aileen Kennedy
University of Glasgow United Kingdom
teacher professional learning
teacher education
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Rachel Forgasz
Monash University Australia
teacher professional learning
teacher education
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Gosia Marschall
University of Cambridge United Kingdom
teacher professional learning
teacher education
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Nikolaus Bönke
Albert Ludwig University of Freiburg Germany
teachers' professional competence development
teacher beliefs
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Maurice Tardif
University of Montreal Canada
teacher professionalization
teacher education
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Caroline Daly
University College London United Kingdom
teacher professional development
teacher education
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Mohammed Estaiteyeh
Brock University Canada
teacher professional development
teacher education
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Melissa Reed
Macquarie University Australia
teacher professional development
teacher education
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Yogi Mahmud
University of Western Australia Australia
teacher professional development
teacher education
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Anne Suryani
Monash University Australia
teacher professional development
teacher education
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Patricio Herbst
University of Michigan United States of America
professional development for teachers
teacher knowledge
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Emil Marklund
Umeå University Sweden
teachers' working conditions
teacher education
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Ian Menter
University of Oxford United Kingdom
teachers' work
teacher education
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Roger Hofer
University of Zurich Switzerland
professionalism in teaching
teacher education
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Andrew Kwok
Texas A&M University United States of America
teacher beliefs
teacher education
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Ilona Rinne
University of Gothenburg Sweden
relational aspects of teaching profession
teacher education
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