Ainat Guberman
Biographic Data
| ID | 6154479 |
|---|---|
| NAME | Ainat Guberman |
| GIVEN NAMES | Ainat |
| FAMILY NAME | Guberman |
| SIGNATURE | GUBERMAN A |
| AFFILIATIONS | The MOFET Institute |
| ORCID | 0000-0002-9513-5367 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Policy influences and dilemmas in senior teacher educators’ enacted professionalism
This study aims to understand how senior teacher educators in Israel enact their professionalism through tracking their considerations as they design teacher education programmes for former high-tech employees. Semi-structured interviews were conducted with 18 programme leaders. We found four dilemmas they had to navigate: 1. Rejecting unsuitable candidates may endanger the programme’s existence. 2. Providing extensive preparation is desirable, y…
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
This article addresses a significant gap in the research on the professional development of school‐based teacher educators (SBTEs), including the support they receive during their careers. Drawing on data from a larger international study conducted by the International Forum for Teacher Educator Development (InFo‐TED), encompassing 1680 SBTEs across multiple countries, this article focuses in detail on data from England, Israel and Romania, highl…
Professional identity formation among beginning teachers with significant physical or sensory disabilities
School-based teacher educators’ professional identity and professional needs
Retention among newly qualified second‐year teachers: The reception–integration model
Drawing on organisational socialisation theory, the study seeks to explore the mechanisms that foster retention among second‐year teachers. This examination considered these novice teachers' experiences during their first year of teaching, with a particular emphasis on the reception they encountered as they entered the teaching profession, as well as their experiences during the second year, focusing on their integration into the educational orga…
Beginning Teachers with Physical or Sensory Disabilities: Challenges and Solutions from a Professional Development Workshop
Employing teachers with significant physical or sensory disabilities (PSD) is crucial for inclusion and social justice. Since beginning teachers are particularly prone to attrition, research is needed to identify challenges faced by beginning teachers with PSD and to propose potentially supportive strategies. This case study followed an online academic workshop in Israel, designed as a Community of Practice (CoP) for beginning teachers with PSD. …
Promoting Understanding of the Concept of the Refraction of Light Through the Use of Attentive Teaching
The goal of this study was to follow students’ developing understanding of the concept of the refraction of light when using a dialogic–constructivist teaching approach—Attentive Teaching. This is a multiple-case study. The participants, four 10th graders in a science class, were asked to draw the surroundings as seen from within a drop of water and provide written and oral explanations before and after the study unit. The findings demonstrate th…
Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community
Writing instruction is a persistent challenge for teachers of deaf students due to the lack of accessible instructional methods and are unprepared to teach writing. This study examines how a school-based teachers’ Professional Learning Community (PLC) developed methods to teach deaf students with additional disabilities how to produce texts in several writing genres. Using a case-study methodology, we tracked the PLC’s three-year development thro…
Addressing teacher shortages in an international context: Implications for the quality and status of teacher education
Retraining professionals as STEM teachers: The potential and the challenges
Israel suffers from a severe STEM teacher shortage. To mitigate it, two retraining projects were developed: one recruiting academic high-tech professionals and the other – practical engineers. This study evaluated both projects by exploring stakeholders’ perspectives and examining graduates’ retention. Applying a mixed-methods case study design, interviews were conducted with 35 graduates, 21 programme leaders and 6 school principals. Short demog…
Higher education-based teacher educators’ researcherly disposition: An international perspective
By presenting the results of a large-scale international study, this study targets a better empirical understanding of teacher educators’ researcherly disposition or the teacher educators' habit of mind to engage with research to improve their practice and contribute to the knowledge base on teacher education. Data was collected from an international sample of 1158 higher education-based teacher educators in six countries, most of them being Euro…
Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching
One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teac…
Identifying school-based teacher educators’ professional learning needs: An international survey
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Narrating Stories about Research Units in Israeli Teacher Education Colleges
The main purpose of this paper was to follow the development of research units in Israeli colleges of education: To learn about the challenges they faced, their contribution to individual teacher educators as well as to teacher education colleges’ research capacity. The study is autoethnographic. Thirteen veteran research unit members authored 46 stories narrating significant experiences they had. Six themes were identified in the stories: Nurtur…
Professional learning and development needs of Chinese university-based physical education teacher educators
This study examines the professional learning and development (PLD) needs of Chinese university-based physical education teacher educators (PETEds) and their views about effective ways to address them. This is significant given the limited research exploring this group. A European-wide survey was translated and distributed in China, receiving 251 responses of PETEds from 28 provinces. We found that the majority of PETEds had a strong desire to un…
The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective
In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members’ narratives to learn about their activities, the challenges they faced, and how dealing with these chal…
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…
Teacher educators’ professional trajectories: Evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and te…
The professional development of higher education-based teacher educators: Needs and realities
Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throug…
The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher…
Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD)
The ability to extract meaning through the use of syntactic cues, adapted from Naigles' (1990) paradigm, was investigated in Hebrew-speaking children with autism, those with specific language impairment (SLI) and those with typical language development (TLD), in an attempt to shed light on similarities and differences between the two diagnostic categories, both defined by primary language deficits. Thirteen children with autism and 13 with SLI we…
No prominent works on this page.
Acquisition of verb meaning through syntactic cues: A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD)
The ability to extract meaning through the use of syntactic cues, adapted from Naigles' (1990) paradigm, was investigated in Hebrew-speaking children with autism, those with specific language impairment (SLI) and those with typical language development (TLD), in an attempt to shed light on similarities and differences between the two diagnostic categories, both defined by primary language deficits. Thirteen children with autism and 13 with SLI we…
The professional developmental needs of higher education-based teacher educators: An international comparative needs analysis
A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher…
The professional development of higher education-based teacher educators: Needs and realities
Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn what skills and knowledge teacher educators need and how they acquire such skills and knowledge throug…
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…
Teacher educators’ professional trajectories: Evidence from Ireland, Israel, Norway and the Netherlands
This study describes higher education-based teacher educators’ professional trajectories, i.e. their professional activities and learning as developed throughout their career. Semi-structured interviews were held with 41 teacher educators from Ireland, Israel, Norway and the Netherlands. Findings show that teacher educators were recruited mainly from schools and universities. As novices, they received some, but no formal, support. Research and te…
The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective
In recent decades, Israeli teacher education colleges underwent an academisation reform, and teacher educators were required to show research productivity. Teacher education colleges formed research units in order to nurture a culture of research and help teacher educators become research active. The current study analyses research unit members’ narratives to learn about their activities, the challenges they faced, and how dealing with these chal…
Professional learning and development needs of Chinese university-based physical education teacher educators
This study examines the professional learning and development (PLD) needs of Chinese university-based physical education teacher educators (PETEds) and their views about effective ways to address them. This is significant given the limited research exploring this group. A European-wide survey was translated and distributed in China, receiving 251 responses of PETEds from 28 provinces. We found that the majority of PETEds had a strong desire to un…
Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching
One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teac…
Identifying school-based teacher educators’ professional learning needs: An international survey
Though teachers in schools are increasingly being asked to take responsibility for the education and training of prospective and practicing teachers, little empirical research has been undertaken into the support that they require to perform their duties effectively. This study provides an international needs analysis of the professional learning needs of this occupational group through a survey of 1680 school-based teacher educators (SBTEs) cond…
Narrating Stories about Research Units in Israeli Teacher Education Colleges
The main purpose of this paper was to follow the development of research units in Israeli colleges of education: To learn about the challenges they faced, their contribution to individual teacher educators as well as to teacher education colleges’ research capacity. The study is autoethnographic. Thirteen veteran research unit members authored 46 stories narrating significant experiences they had. Six themes were identified in the stories: Nurtur…
Beginning Teachers with Physical or Sensory Disabilities: Challenges and Solutions from a Professional Development Workshop
Employing teachers with significant physical or sensory disabilities (PSD) is crucial for inclusion and social justice. Since beginning teachers are particularly prone to attrition, research is needed to identify challenges faced by beginning teachers with PSD and to propose potentially supportive strategies. This case study followed an online academic workshop in Israel, designed as a Community of Practice (CoP) for beginning teachers with PSD. …
Promoting Understanding of the Concept of the Refraction of Light Through the Use of Attentive Teaching
The goal of this study was to follow students’ developing understanding of the concept of the refraction of light when using a dialogic–constructivist teaching approach—Attentive Teaching. This is a multiple-case study. The participants, four 10th graders in a science class, were asked to draw the surroundings as seen from within a drop of water and provide written and oral explanations before and after the study unit. The findings demonstrate th…
Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community
Writing instruction is a persistent challenge for teachers of deaf students due to the lack of accessible instructional methods and are unprepared to teach writing. This study examines how a school-based teachers’ Professional Learning Community (PLC) developed methods to teach deaf students with additional disabilities how to produce texts in several writing genres. Using a case-study methodology, we tracked the PLC’s three-year development thro…
Addressing teacher shortages in an international context: Implications for the quality and status of teacher education
Retraining professionals as STEM teachers: The potential and the challenges
Israel suffers from a severe STEM teacher shortage. To mitigate it, two retraining projects were developed: one recruiting academic high-tech professionals and the other – practical engineers. This study evaluated both projects by exploring stakeholders’ perspectives and examining graduates’ retention. Applying a mixed-methods case study design, interviews were conducted with 35 graduates, 21 programme leaders and 6 school principals. Short demog…
Higher education-based teacher educators’ researcherly disposition: An international perspective
By presenting the results of a large-scale international study, this study targets a better empirical understanding of teacher educators’ researcherly disposition or the teacher educators' habit of mind to engage with research to improve their practice and contribute to the knowledge base on teacher education. Data was collected from an international sample of 1158 higher education-based teacher educators in six countries, most of them being Euro…
Policy influences and dilemmas in senior teacher educators’ enacted professionalism
This study aims to understand how senior teacher educators in Israel enact their professionalism through tracking their considerations as they design teacher education programmes for former high-tech employees. Semi-structured interviews were conducted with 18 programme leaders. We found four dilemmas they had to navigate: 1. Rejecting unsuitable candidates may endanger the programme’s existence. 2. Providing extensive preparation is desirable, y…
The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania
This article addresses a significant gap in the research on the professional development of school‐based teacher educators (SBTEs), including the support they receive during their careers. Drawing on data from a larger international study conducted by the International Forum for Teacher Educator Development (InFo‐TED), encompassing 1680 SBTEs across multiple countries, this article focuses in detail on data from England, Israel and Romania, highl…
Professional identity formation among beginning teachers with significant physical or sensory disabilities
School-based teacher educators’ professional identity and professional needs
Retention among newly qualified second‐year teachers: The reception–integration model
Drawing on organisational socialisation theory, the study seeks to explore the mechanisms that foster retention among second‐year teachers. This examination considered these novice teachers' experiences during their first year of teaching, with a particular emphasis on the reception they encountered as they entered the teaching profession, as well as their experiences during the second year, focusing on their integration into the educational orga…
Psychology (15 works) · Pedagogy (14 works) · Teacher education (13 works) · Professional development (12 works) · Teacher Education and Leadership Studies (12 works) · Faculty Development (10 works) · Mathematics education (10 works) · Political science (7 works) · Collaborative Teaching and Inclusion (6 works) · Innovative Education and Learning Practices (6 works)