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pro vyhledávání: '"Hilal Buyukgoze"'
Autor:
Hilal Büyükgöze, Yüksel Kavak
Publikováno v:
International Online Journal of Education and Teaching, Vol 2, Iss 4, Pp 223-237 (2015)
The common qualification for entry to teaching profession across Europe is a bachelor’s degree which generally last between four and five years, however initial teacher education is usually not sufficient for new teachers as they may experience and
Externí odkaz:
https://doaj.org/article/8ff264747ff5423c9f63cc090a8695cb
Autor:
Hilal Buyukgoze
Publikováno v:
Psychology in the Schools.
Publikováno v:
Journal of Educational Administration.
PurposeTeachers' expressing candid and natural emotions during teaching and learning processes is of vital importance for the quality and content of education. Because of that reason, it is necessary to explore factors that have a role in teachers' e
Autor:
Omer Caliskan, Hilal Buyukgoze
Publikováno v:
International Student Mobility to and from the Middle East ISBN: 9781003138457
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::573eb08ef8bfa03b83528252b24b6d05
https://doi.org/10.4324/9781003138457-6
https://doi.org/10.4324/9781003138457-6
Publikováno v:
Educational Management Administration & Leadership. :174114322211308
Collective teacher innovativeness has emerged as a recent topic of interest in both international policy documents and scholarly research. However, only a few studies have focused on the factors that enable collective teacher innovativeness, particul
Autor:
Hilal Buyukgoze
Publikováno v:
Yükseköğretim ve Bilim Dergisi, Vol 6, Iss 1, Pp 41-49 (2016)
With the realization of soft power's potential in time which was emerged by the canalization of international diplomacy conjuncture directing to new quests after the industrial revolution and cold war, states have been led to apply various ways and m
Autor:
Hilal Buyukgoze, Şefika Şule Erçetin
Publikováno v:
Yükseköğretim ve Bilim Dergisi, Vol 7, Iss 1, Pp 051-058 (2017)
The current study focuses on the relationship between organizational attraction perceptions and perceived individual-organization compatibility of university students toward the organizations they would like to work after university graduation. The p