Nurit Chamo
Biographic Data
| ID | 6954048 |
|---|---|
| NAME | Nurit Chamo |
| GIVEN NAMES | Nurit |
| FAMILY NAME | Chamo |
| SIGNATURE | CHAMO N |
| AFFILIATIONS | Levinsky College of Education |
| ORCID | 0000-0001-5822-390X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| 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…
The Middle Space
As blended learning (BL) is becoming a new normal in the context of higher education, there is a growing need to attune pedagogies to this context. As reflective blogs were found to be supportive of pre-service student teachers’ (PSTs’) as well as teacher educators’ (TEs’) professional development, the current study aimed to explore PSTs’ and TEs’ perceptions regarding the potential of integrating blogs into the BL modality. Applying a qualitativ…
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…
Forging Professional Identity
This article examines the complex process of forging teacher professional identity (TPI) within the context of on-the-job principal training programs, where competing curricular principles often create tension between national policy mandates and the realities of school-level practice. Using an auto ethnographic approach, the author reflects on their dual role as both academic faculty member and program facilitator to uncover how professional ide…
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…
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen an…
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…
First steps in a second career
The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is th…
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First steps in a second career
The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is th…
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…
The Relevance of Visibility in Cultivating Teacher Leaders’ Professional Identity
In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen an…
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…
The Middle Space
As blended learning (BL) is becoming a new normal in the context of higher education, there is a growing need to attune pedagogies to this context. As reflective blogs were found to be supportive of pre-service student teachers’ (PSTs’) as well as teacher educators’ (TEs’) professional development, the current study aimed to explore PSTs’ and TEs’ perceptions regarding the potential of integrating blogs into the BL modality. Applying a qualitativ…
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…
Forging Professional Identity
This article examines the complex process of forging teacher professional identity (TPI) within the context of on-the-job principal training programs, where competing curricular principles often create tension between national policy mandates and the realities of school-level practice. Using an auto ethnographic approach, the author reflects on their dual role as both academic faculty member and program facilitator to uncover how professional ide…
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…
Pedagogy (12 works) · Psychology (12 works) · Mathematics education (9 works) · Sociology (9 works) · Computer Science (6 works) · Teacher Education and Leadership Studies (6 works) · Medicine (5 works) · Curriculum (4 works) · Medical education (4 works) · Political science (4 works)