Liat Biberman-Shalev
Biographic Data
| ID | 918255 |
|---|---|
| NAME | Liat Biberman-Shalev |
| GIVEN NAMES | Liat |
| FAMILY NAME | Biberman-Shalev |
| SIGNATURE | BIBERMAN-SHALEV L |
| AFFILIATIONS | Levinsky College of Education |
| ORCID | 0000-0001-6062-9407 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
Microlearning in Teacher Education
Teacher education often imposes a heavy content load on student teachers, fostering a culture of overload. One proposed solution is the integration of microlearning courses, which provide short, flexible, and modular learning experiences. The incorporation of microlearning may influence pedagogical practices while also shifting cultural expectations regarding teaching and learning in higher education. This study examines the implementation of a m…
Blogging for professional development
The increasing demand for innovative teaching methods in teacher education has led to the development of integrative courses that utilize blended learning and digital tools such as blogs to enrich the preparation of pre-service teachers in special education. This study examines how personal blogging, as part of a blended-learning integrative course, supports the professional development of 61 pre-service special-education teachers. Conducting an …
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…
Prompting Theory into Practice
As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot to apply theory to practice…
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…
Introduction
Introduction
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…
Portion coherence
Studies investigating coherence in teacher preparation often attempt to achieve comprehensive coherence across all components of training to optimize the educational process. Nevertheless, the pursuit of intense coherence presents notable challenges. To address these challenges, we propose the concept of portion coherence , exemplified by the Trio model, which guides pre-service teachers in integrating theories into their practices. Through a mix…
Annotating Throughout or Annotating Afterward
This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during …
The codes of school mathematics culture as mirrored in mathematics interns' reflective blogs
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…
The Blog as a Time Capsule
The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy. Recommendations for teacher educators regardi…
Motivational factors for learning and teaching global education
Personal blogs or communal blogs? Pre-service teachers' perceptions regarding the contribution of these two platforms to their professional development
Grading styles and disciplinary expertise
Grading styles and disciplinary expertise
Personal blogs or communal blogs? Pre-service teachers' perceptions regarding the contribution of these two platforms to their professional development
Motivational factors for learning and teaching global education
The Blog as a Time Capsule
The current study examined the perceptions of 14 third year student teachers regarding their experience of “opening the time capsule” practice. Qualitative analysis revealed that the student teachers enjoyed rereading their blogs, were able to identify their development in terms of their professional identity, and their writing skills, and felt that the practice increased their sense of self-efficacy. Recommendations for teacher educators regardi…
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…
Portion coherence
Studies investigating coherence in teacher preparation often attempt to achieve comprehensive coherence across all components of training to optimize the educational process. Nevertheless, the pursuit of intense coherence presents notable challenges. To address these challenges, we propose the concept of portion coherence , exemplified by the Trio model, which guides pre-service teachers in integrating theories into their practices. Through a mix…
Annotating Throughout or Annotating Afterward
This study aims to explore the perspectives of pre-service teachers (PSTs) regarding their experiences with the ANNOTO personal note feature within a blended learning (BL) context. Employing qualitative research methods, the analysis incorporates reflections from 45 PSTs, insights derived from two focus groups, and data gathered through semi-structured interviews. The objective is to comprehend how PSTs engaged with ANNOTO’s personal note during …
The codes of school mathematics culture as mirrored in mathematics interns' reflective blogs
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…
Blogging for professional development
The increasing demand for innovative teaching methods in teacher education has led to the development of integrative courses that utilize blended learning and digital tools such as blogs to enrich the preparation of pre-service teachers in special education. This study examines how personal blogging, as part of a blended-learning integrative course, supports the professional development of 61 pre-service special-education teachers. Conducting an …
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…
Prompting Theory into Practice
As of late, generative AI tools have been rapidly gaining purchase as an important part of life. Thus, one cannot ignore their growing integration into educational landscapes, including teacher education. This qualitative study examines how pre-service teachers (PSTs) leverage ChatGPT-4 to apply constructivist theory in curriculum planning (CP). The findings revealed three approaches through which PSTs used the chatbot to apply theory to practice…
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…
Introduction
Introduction
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…
Microlearning in Teacher Education
Teacher education often imposes a heavy content load on student teachers, fostering a culture of overload. One proposed solution is the integration of microlearning courses, which provide short, flexible, and modular learning experiences. The incorporation of microlearning may influence pedagogical practices while also shifting cultural expectations regarding teaching and learning in higher education. This study examines the implementation of a m…
Psychology (15 works) · Mathematics education (14 works) · Pedagogy (12 works) · Computer Science (11 works) · Sociology (10 works) · Curriculum (6 works) · Medicine (6 works) · Political science (6 works) · Teacher Education and Leadership Studies (6 works) · Blended Learning (5 works)