Orit Avidov‐Ungar
Datos Biográficos
| ID | 6507761 |
|---|---|
| NOMBRE | Orit Avidov‐Ungar |
| NOMBRES | Orit |
| APELLIDO | Avidov‐Ungar |
| FIRMA | UNGAR O A |
| AFILIACIONES | Achva Academic College |
| ORCID | 0000-0002-0928-9280 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Blending video-based learning and simulations to practise inclusion of children with neurodevelopmental disorders
Rapid changes in technological development and the move towards inclusive education increase the need for effective training and professional development for special education teachers who teach children with neurodevelopmental disorders (NDD). Authentic experiences such as simulations and video-based learning were found to be effective in promoting high-quality teaching practice. This study examined the perceived contribution of simulations and …
The goals of the school-based experience (practicum) in pre-service teacher education
Introduction The study explores the goals of the school-based experience as perceived by Israeli mentor teachers, who guide pre-service teachers in the host schools as the representatives of the academic institution. Methods Fifteen mentor teachers from diverse academic institutions were interviewed. Results Following thematic analysis, three goals for the school-based experience were found: (1) Qualification – achieving the skills that enable ef…
Middle leaders as adaptive leaders
This qualitative study examines how middle leaders (MLs) enacted adaptive leadership during a crisis. Positioned between senior leadership and teaching staff, MLs play a critical role in mediating policy, pedagogy, and practice, yet their leadership in crisis contexts remains underexplored. Drawing on semi-structured interviews with 36 MLs, the study addresses this gap by analyzing how adaptive leadership was enacted in practice. The findings ide…
Personalising a digital professional space in a multicultural teacher-education college
This mixed-methods study examines how preservice teachers in a multicultural Israeli teacher-education college construct and experience Digital Professional Spaces (DPSs), understood as personal – professional digital portfolios. This study explores patterns of personalisation, professional development, and challenges among Hebrew and Arabic-speaking students. Data were collected through open-ended questionnaires and analysed thematically alongsi…
Expressions of agency among women in professional learning communities in the Arab-Bedouin minority
This study aimed to trace the expressions of agency of the educational staff in clusters of kindergartens in the Arab-Bedouin minority in Israel, operating as professional learning communities (PLCs). The article presents the phenomenon through an interpretive approach, based on interviews with 10 stakeholders at various hierarchical levels. The findings reveal the contribution of PLCs to three distinct expressions of agency within the work of th…
Continuity and Quality in Pre-Service Teacher Preparation Across Modalities
Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductivel…
Empowering Teacher Professionalism Through Personalized Continuing Professional Learning
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges include resource constraints, institutional rigidity, an…
Entrepreneurship, growth mindset, and grit among first-generation university students compared to those with educated parents in Israel
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
Teachers’ perceptions of national large-scale assessment
Large-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogical dimension of large-scale assessments, examining its uses as a policy instrument for effecting pedagogical change. The paper presents and discusses the case of the Israeli NLSA (national large-scale assessment) regime – the Meitzav (Hebrew acronym for…
Mobile-learning adoption in teacher education amidst Covid-19
Mobile learning (ML) is extremely relevant to distance teaching. Although much is known about ML usage in teacher education, less is known about crucial points in teachers’ ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process, including its critical points, by examining teachers’ emotion-related language. This study investigated the emotional r…
Typology of digital leadership roles tasked with integrating new technologies into teaching
This research explored how digital leaders, being teachers responsible for integrating technologies into teaching, envisaged their roles. Bottom-up content analysis of metaphors from 55 digital leaders revealed a typology describing them as change agents across three ‘extent’ and two ‘depth’ dimensions. Most leaders described the extent of change associated with their role consistently with the Islands of Innovation and Comprehensive Innovation f…
Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers
The current study deals with participation in inter-institutional Communities of Practice (CoP) ( Wenger, 1998 ) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policymakers resulted in expansive learning, which is the creation of new practical and theoretical knowledge, and a change of practice rather than adoption…
Teachers’ perceptions of educational reform
Purpose The purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school'…
Educational equity amidst Covid-19
The Integration of Digital Game-Based Learning into the Instruction
Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation
Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation
The Integration of Digital Game-Based Learning into the Instruction
Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers
The current study deals with participation in inter-institutional Communities of Practice (CoP) ( Wenger, 1998 ) as a form of professional learning for experienced teacher educators who hold leadership positions in their institutions. In these CoPs, collaboration between teacher educators and policymakers resulted in expansive learning, which is the creation of new practical and theoretical knowledge, and a change of practice rather than adoption…
Teachers’ perceptions of educational reform
Purpose The purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school'…
Educational equity amidst Covid-19
Mobile-learning adoption in teacher education amidst Covid-19
Mobile learning (ML) is extremely relevant to distance teaching. Although much is known about ML usage in teacher education, less is known about crucial points in teachers’ ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process, including its critical points, by examining teachers’ emotion-related language. This study investigated the emotional r…
Typology of digital leadership roles tasked with integrating new technologies into teaching
This research explored how digital leaders, being teachers responsible for integrating technologies into teaching, envisaged their roles. Bottom-up content analysis of metaphors from 55 digital leaders revealed a typology describing them as change agents across three ‘extent’ and two ‘depth’ dimensions. Most leaders described the extent of change associated with their role consistently with the Islands of Innovation and Comprehensive Innovation f…
‘Not fully coordinated’
Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in I…
From traditional to clinical approach toward continuing professional development
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to the role definition of the mentor teacher, the …
Teachers’ perceptions of national large-scale assessment
Large-scale assessments have become a basic national policy for educational improvement encouraging standards, decentralisation and school accountability. The current study focuses on the pedagogical dimension of large-scale assessments, examining its uses as a policy instrument for effecting pedagogical change. The paper presents and discusses the case of the Israeli NLSA (national large-scale assessment) regime – the Meitzav (Hebrew acronym for…
Continuity and Quality in Pre-Service Teacher Preparation Across Modalities
Teacher preparation programmes must now ensure instructional continuity and quality across face-to-face, online, and hybrid modes, even amid health, climate, or security crises. This mixed-methods study examined which principles policymakers and teacher education directors deem essential for such resilience, and how those principles align with prior research and leadership theory. Semi-structured elite interviews (N = 25) were analyzed inductivel…
Empowering Teacher Professionalism Through Personalized Continuing Professional Learning
This systematic review on teachers’ Personalized Continuing Professional Learning (PCPL) frameworks explores integrating core professional competencies with core job-related components. Findings across 43 studies identify effective PCPL frameworks, emphasizing adaptability, interdisciplinary collaboration, reflective practice, and digital tools for self-assessment and growth. Key challenges include resource constraints, institutional rigidity, an…
Entrepreneurship, growth mindset, and grit among first-generation university students compared to those with educated parents in Israel
Blending video-based learning and simulations to practise inclusion of children with neurodevelopmental disorders
Rapid changes in technological development and the move towards inclusive education increase the need for effective training and professional development for special education teachers who teach children with neurodevelopmental disorders (NDD). Authentic experiences such as simulations and video-based learning were found to be effective in promoting high-quality teaching practice. This study examined the perceived contribution of simulations and …
The goals of the school-based experience (practicum) in pre-service teacher education
Introduction The study explores the goals of the school-based experience as perceived by Israeli mentor teachers, who guide pre-service teachers in the host schools as the representatives of the academic institution. Methods Fifteen mentor teachers from diverse academic institutions were interviewed. Results Following thematic analysis, three goals for the school-based experience were found: (1) Qualification – achieving the skills that enable ef…
Middle leaders as adaptive leaders
This qualitative study examines how middle leaders (MLs) enacted adaptive leadership during a crisis. Positioned between senior leadership and teaching staff, MLs play a critical role in mediating policy, pedagogy, and practice, yet their leadership in crisis contexts remains underexplored. Drawing on semi-structured interviews with 36 MLs, the study addresses this gap by analyzing how adaptive leadership was enacted in practice. The findings ide…
Personalising a digital professional space in a multicultural teacher-education college
This mixed-methods study examines how preservice teachers in a multicultural Israeli teacher-education college construct and experience Digital Professional Spaces (DPSs), understood as personal – professional digital portfolios. This study explores patterns of personalisation, professional development, and challenges among Hebrew and Arabic-speaking students. Data were collected through open-ended questionnaires and analysed thematically alongsi…
Expressions of agency among women in professional learning communities in the Arab-Bedouin minority
This study aimed to trace the expressions of agency of the educational staff in clusters of kindergartens in the Arab-Bedouin minority in Israel, operating as professional learning communities (PLCs). The article presents the phenomenon through an interpretive approach, based on interviews with 10 stakeholders at various hierarchical levels. The findings reveal the contribution of PLCs to three distinct expressions of agency within the work of th…
Teacher Education and Leadership Studies (10 obras) · Pedagogy (9 obras) · Psychology (9 obras) · Political science (8 obras) · Sociology (8 obras) · Mathematics education (7 obras) · Qualitative research (7 obras) · Professional development (6 obras) · Perception (5 obras) · Computer Science (4 obras)