Teaching Methodologies Professors in Global

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Nikki Lobczowski
McGill University Canada
educational technologies
teacher education
pedagogy
educational technology
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Edwin Creely
Monash University Australia
educational technologies
teacher education
pedagogy
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Mohammed Estaiteyeh
Brock University Canada
educational technologies
teacher education
technology-enhanced teaching
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Sheila Delaney
York University Canada
teacher education
pedagogy
educational practices
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Jo Blannin
Monash University Australia
teacher education
pedagogy
educational technology
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Anila Asghar
McGill University Canada
teacher education
pedagogy
educational technology
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Cynthia Lewis
Simon Fraser University Canada
research methodologies
teacher education
educational practices
educational technology
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Janine Remillard
University of Pennsylvania United States of America
teacher education
innovative tools for teacher learning
classroom practices
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Aline Germain-rutherford
University of Ottawa Canada
teacher training
educational technologies
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Mary Asiedu
Edinburgh College of Art United Kingdom
teaching and learning strategies
design methodology
creative methodologies
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Rosalyn Hyde
University of Southampton United Kingdom
teaching for mastery approaches
teacher education
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Marika Sosnowski
University of Melbourne Australia
instructional strategies
teacher training
pedagogy
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Florencia Henshaw
University of Illinois United States of America
teacher training
pedagogy
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Cynthia Finelli
University of Michigan United States of America
instructional practices
evidence-based teaching practices
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Eraldine Williams-shakespeare
University of Technology, Jamaica Jamaica
educational technologies
teacher education
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Courtney Bell
University of Wisconsin–Madison United States of America
measurement in teaching
teacher learning
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William Cope
University of Illinois United States of America
educational technologies
pedagogy
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Paulien Meijer
Radboud University Netherlands
teacher education
teacher learning
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Betina Hsieh
University of Washington United States of America
teacher education
teacher learning
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Ros Mclellan
University of Cambridge United Kingdom
teacher education
teacher learning
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Karen Cohen-gazith
McGill University Canada
teacher education
evidence-based teaching practices
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