Orit Broza
Biographic Data
| ID | 5399787 |
|---|---|
| NAME | Orit Broza |
| GIVEN NAMES | Orit |
| FAMILY NAME | Broza |
| SIGNATURE | BROZA O |
| AFFILIATIONS | Levinsky College of Education |
| ORCID | 0000-0002-9498-2222 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
High and low heutagogy orientations among mathematics pre-service teachers and their relation to academic AI-usage
Introduction This study investigates heutagogical orientations among pre-service mathematics teachers (PSTs) and their associations with AI academic usage frequency and demographic-academic variables (gender, age, academic year, degree, teacher-education program). Heutagogy emphasizes self-directed learning, reflection, cybergogy, and problem-solving self-efficacy in technology-rich environments. Methods Self-report data were collected from 78 PS…
Navigating the Transition
The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to addre…
“MusiMath” in teacher education
Bridging Disciplines
The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The research focuses on eight high-achieving individuals transitioning to teaching as a second career through a STEM-fo…
Attitudes toward classroom justice of student teachers who were trained before the Covid-19 pandemic and student teachers who were trained following the pandemic
This study aims to explore whether the COVID-19 pandemic may prompt shifts in student teachers’ (STs) attitudes toward classroom justice dimensions (i.e. distributive justice- reflected by grade distribution; procedural justice- reflected by using a variety of teaching and assessment procedures; and interactional justice- reflected by the attention given to students). Data were gathered from 80 STs enrolled in a teacher training program for eleme…
Six milestones responding to five calls in the process of becoming teacher-leader
This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘hyphenated identity’ where each of the ‘teacher’ and ‘leader’ labels has a unique meaning and power. Data have been collected for 2 years from 46 leading teachers in elementary and high schools, using a phenomenological approach. The findings present a p…
Heutagogy Meets Generative AI in Teacher Education
As generative AI (GAI) tools become increasingly embedded in educational contexts, understanding their intersection with learner autonomy is critical—particularly in teacher education. This study explores the evolving synergy between pre-service teachers’ (PSTs) use of GAI tools and their heutagogical orientations, with attention to disciplinary differences. A quantitative analysis was conducted with 181 PSTs (103 from Humanities and 78 from Math…
The Consequences of Changing Curriculum Structures on the Professional Identity and Consciousness of Teacher Educators
This study investigates the impact of a curricular-structural change implemented in a teacher training institution during the post-COVID-19 era, involving a shift to Blended Learning. Focused on 76 teacher-educators and 553 students, the research utilizes qualitative methods to analyze perceptions of this change and its consequences on professional identity. Results reveal a nuanced reflective discourse, delineated into three sequential turns: ta…
Of 4
The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating o…
Contextual Changes and Shifts in Pedagogical Paradigms
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for…
‘Nice to Meet You Again’
Heutagogy and blended learning (BL) are core concepts in the educational discourse post-COVID-19. Conducting a mixed-methods study, we investigate meeting points between heutagogy principles and BL in the context of curricular change in the academic timetable of teacher education college, where pre-COVID most courses have been taught face-to-face (F2F). At present, teacher educators and students meet F2F for three weeks, followed by a week of rem…
Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers
This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice …
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Exploring a Model to Develop Critical Reflective Thought Among Elementary School Math Preservice Teachers
This study focuses on the challenge of promoting significant mathematical discourse among preservice teachers. The study was conducted as part of an academic course that accompanies their practical training. Twenty-three math preservice teachers’ learning process was examined as a result of using an analytic model designed for discourse protocols’ analysis. Findings revealed that an active and dynamic process occurred, modifying teacher practice …
Contextual Changes and Shifts in Pedagogical Paradigms
This study investigates a post-COVID-19 curricular change in the blended learning (BL) academic timetable of a teacher education college where, pre-COVID-19, most academic courses were taught face-to-face (F2F) on campus. At present, the meetings are F2F for three weeks, followed by a week of remote learning, combining synchronous and asynchronous pedagogies. This study explores these two aspects of the online component and the considerations for…
‘Nice to Meet You Again’
Heutagogy and blended learning (BL) are core concepts in the educational discourse post-COVID-19. Conducting a mixed-methods study, we investigate meeting points between heutagogy principles and BL in the context of curricular change in the academic timetable of teacher education college, where pre-COVID most courses have been taught face-to-face (F2F). At present, teacher educators and students meet F2F for three weeks, followed by a week of rem…
The Consequences of Changing Curriculum Structures on the Professional Identity and Consciousness of Teacher Educators
This study investigates the impact of a curricular-structural change implemented in a teacher training institution during the post-COVID-19 era, involving a shift to Blended Learning. Focused on 76 teacher-educators and 553 students, the research utilizes qualitative methods to analyze perceptions of this change and its consequences on professional identity. Results reveal a nuanced reflective discourse, delineated into three sequential turns: ta…
Of 4
The study aims to explore the extent of satisfaction of 76 teacher educators (TEs) and 553 student teachers (STs) with new blended learning (BL) curricular-structural change titled “1 of 4.” Quantitative analysis revealed that both the TEs and the STs had a positive opinion regarding this structural change and recommended adopting it for future learning. However, significant differences between the TEs and STs were related to the cons: creating o…
Bridging Disciplines
The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The research focuses on eight high-achieving individuals transitioning to teaching as a second career through a STEM-fo…
Attitudes toward classroom justice of student teachers who were trained before the Covid-19 pandemic and student teachers who were trained following the pandemic
This study aims to explore whether the COVID-19 pandemic may prompt shifts in student teachers’ (STs) attitudes toward classroom justice dimensions (i.e. distributive justice- reflected by grade distribution; procedural justice- reflected by using a variety of teaching and assessment procedures; and interactional justice- reflected by the attention given to students). Data were gathered from 80 STs enrolled in a teacher training program for eleme…
Six milestones responding to five calls in the process of becoming teacher-leader
This study explores milestones in the process of becoming a teacher-leader, in a way by which their teachers’ professional identity expands into an all-encompassing identity. This implies into a ‘hyphenated identity’ where each of the ‘teacher’ and ‘leader’ labels has a unique meaning and power. Data have been collected for 2 years from 46 leading teachers in elementary and high schools, using a phenomenological approach. The findings present a p…
Heutagogy Meets Generative AI in Teacher Education
As generative AI (GAI) tools become increasingly embedded in educational contexts, understanding their intersection with learner autonomy is critical—particularly in teacher education. This study explores the evolving synergy between pre-service teachers’ (PSTs) use of GAI tools and their heutagogical orientations, with attention to disciplinary differences. A quantitative analysis was conducted with 181 PSTs (103 from Humanities and 78 from Math…
High and low heutagogy orientations among mathematics pre-service teachers and their relation to academic AI-usage
Introduction This study investigates heutagogical orientations among pre-service mathematics teachers (PSTs) and their associations with AI academic usage frequency and demographic-academic variables (gender, age, academic year, degree, teacher-education program). Heutagogy emphasizes self-directed learning, reflection, cybergogy, and problem-solving self-efficacy in technology-rich environments. Methods Self-report data were collected from 78 PS…
Navigating the Transition
The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to addre…
“MusiMath” in teacher education
Mathematics education (9 works) · Pedagogy (9 works) · Psychology (9 works) · Sociology (6 works) · Computer Science (5 works) · Curriculum (4 works) · Teacher Education and Leadership Studies (4 works) · Educational Leadership and Innovation (3 works) · Educational Research and Pedagogy (3 works) · Faculty Development (3 works)