Teachers Self Efficacy Professors in Global

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Nathalie Gehrke
University of Washington United States of America
teacher leadership
teacher socialization
teacher engagement
teacher mentors
educator collaboration
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Gosia Marschall
University of Cambridge United Kingdom
teacher self-efficacy
teacher education
teacher professional learning
teacher identity
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Emma Towers
King's College London United Kingdom
teacher wellbeing
teacher education
teacher identity
teacher retention
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Zoè Robertson
University of Edinburgh United Kingdom
teacher education
teacher leadership
teacher professional learning
educational leadership
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Betina Hsieh
University of Washington United States of America
teacher education
teacher learning
teacher professional identity
teacher agency
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Mai Vu
Umeå University Sweden
teacher education
teacher professionalism
teacher knowledge
teacher agency
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Yogi Mahmud
University of Western Australia Australia
teacher education
teacher professional development
teacher identity
teaching methodology
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Stina Wikberg
Umeå University Sweden
teacher education
teacher development
pedagogical practices
educational leadership
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Professor
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Anna Beck
University of Glasgow United Kingdom
teacher engagement
teacher education reform
teacher agency
teacher voice representation
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Ruth Kane
University of Ottawa Canada
teacher effectiveness
teacher education
teaching
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Professor
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Lisa Kim
University of Sydney Australia
teacher effectiveness
teacher wellbeing
school leader effectiveness
teacher retention
school leader wellbeing
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Paulien Meijer
Radboud University Netherlands
teacher education
teacher learning
teacher professional identity
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Aileen Kennedy
University of Glasgow United Kingdom
teacher education
teacher professional learning
pedagogies for teacher learning
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Andrew Kwok
Texas A&M University United States of America
teacher education
teacher beliefs
teacher attrition
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Professor
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Alex Manning
King's College London United Kingdom
teacher wellbeing
teacher experiences
teacher retention
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Rachel Forgasz
Monash University Australia
teacher education
teacher professional learning
teacher emotion
self-study
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Melissa Reed
Macquarie University Australia
teacher education
teacher professional development
learner autonomy
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Miriam Sherin
Northwestern University United States of America
teacher learning
teacher cognition
teacher noticing
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Diane Slaouti
University of Manchester United Kingdom
teacher education
teacher development
english language teaching
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Ilona Rinne
University of Gothenburg Sweden
teacher education
teacher identity
pedagogical tact
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Anila Asghar
McGill University Canada
teacher education
pedagogy
educational leadership
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