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MÜZİK EĞİTİMCİLERİNİN MESLEKİ DOYUM DÜZEYLERİNİN, CLAYTON ALDERFER'İN VİG (ERG) TEORİSİNE GÖRE DEĞERLENDİRMESİ “II. ULUSLARARASI İSTANBUL KODALY EĞİTİM GÜNLERİ” ÖRNEĞİ
7 references·1 citing·29 second hop
MÜZİK EĞİTİMCİLERİNİN MESLEKİ DOYUM DÜZEYLERİNİN, CLAYTON ALDERFER'İN VİG (ERG) TEORİSİNE GÖRE DEĞERLENDİRMESİ “II. ULUSLARARASI İSTANBUL KODALY EĞİTİM GÜNLERİ” ÖRNEĞİ (2020)MÜZİK EĞİTİMCİLERİNİN MESLEKİ DOYUM DÜZEY…Defining “Teacher Professionalism” from different perspectives (2010)Defining “Teacher Professiona…Professional Development for Professionals: Beyond Sufficiency Learning. (2008)Professional Development for …Organizations Behavior Structure Processes (2004)Organizations Behavior Struct…Teaching Music in the Twentieth Century (1987)Teaching Music in the Twentie…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Those Who Understand: Knowledge Growth in Teaching (1986)Those Who Understand: Knowled…Teaching music in the twentieth century (1986)Teaching music in the twentie…Müzik Öğretmenlerinin Kodaly Yaklaşımına İlişkin Bilgileri ve Uygulama Durumları (2022)Müzik Öğretmenlerinin Kodaly …The Semi-Professions and Their Organization (1970)Four Ages of Professionalism and Professional Learning (2000)The Activist Teaching Profession (2003)The Moderating Role of Transformational Leadership on Work Engagement: The Influences of Professionalism and Openness to Change (2016)Social and emotional learning in teacher preparation: Pre-service teacher well-being (2021)School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes (2024)Judgment under Uncertainty (1982)Judgment Under Uncertainty: Heuristics and Biases. (1984)Handbook of research on teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Ramus, Method, and the Decay of Dialogue. (1962)Discipline and group management in classrooms (1970)Judgment under Uncertainty: Heuristics and Biases (1973)Chapter 6 : Teacher Learning and the Acquisition of Professional Knowledge: An Examination of Research on Contemporary Professlonal Development (1999)Effects of Teachers’ Mathematical Knowledge for Teaching on Student Achievement (2005)What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge (2005)Türkiye’de Orff- Schulwerk Yaklaşımının Dünü Bugünü (2006)Müzik Öğretmenlerinin İlköğretim Müzik Dersi İşleyişine Yönelik Görüşleri (2012)Continuing Professional Development (2011)Music Activity Preferences of Elementary Students (1998)Digging Dalcroze, or, Dissolving the Mind‐Body Dualism: Philosophical and practical remarks on the musical body in action (2001)The use of gesture techniques in children's singing (2007)Differences in Mathematics Scores Between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction (2007)The legacy of music education methods in teacher education: The metanarrative of Dalcroze Eurhythmics as a case (2011)R&D/marketing communication during the fuzzy front-end (1995)External Validity of “Trivial” Experiments: The Case of Laboratory Aggression (1997)Job Satisfaction and Organizational Commitment of University Teachers in Public Sector of Pakistan (2010)
this work references cited by second hop

References

  • 1986Those Who Understand: Knowledge Growth in Teaching18,524 cited
  • 1986Those Who Understand: Knowledge Growth in Teaching4,394 cited
  • 2004Organizations Behavior Structure Processes888 cited
  • 2010Defining “Teacher Professionalism” from different perspectives140 cited
  • 1987Teaching Music in the Twentieth Century70 cited
  • 1986Teaching music in the twentieth century41 cited
  • 2008Professional Development for Professionals: Beyond Sufficiency Learning.32 cited

Cited by

  • 2022Müzik Öğretmenlerinin Kodaly Yaklaşımına İlişkin Bilgileri ve Uygulama Durumları3 cited

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