פרופ' עינת גוברמן

MacPhail, A., Vanassche, E., Guberman, A., Czerniawski, G., & Boks- Vlemmix, J. (2026). The professional learning needs and priorities of school-based teacher educators in England, Israel and Romania. Teaching and Teacher Education, 176, 105523.

Guberman, A., Elias-Marcus, S., & Dahan, O. (2026). Professional identity formation among beginning teachers with significant physical or sensory disabilities. Asia-Pacific Journal of Teacher Education, 54(2), 156-170.

Guberman, A. (2026). Role Perceptions and challenges of PLC facilitators in Israel. In L. Salinas (ed.) The dynamics of communities of practice: Learning, knowledge, and collaboration. (pp. 93-110). Nova Science Publishers.

Arviv-Elyashiv, R., Guberman, A., & Ben-Yehudah, G. (2026). “Hand in hand”: A social-ecological program for supporting novice teachers. Dapim, 84. [Hebrew]

Guberman, A., Ben-Yehudah, G., & Arviv-Elyashiv, R. (2026). Policy influences on teacher educators’ enacted professionalism: Programme leaders’ dilemmas while devising retraining studies. European Journal of Teacher Education. 1-1

Guberman, A. (2026). Supporting teaching staff development for professional education:Editorial.Education Sciences, 16(4).

Czerniawski, G., Guberman, A., Sava, S. L., & Scortescu, M. (2026). The professional learning needs and priorities of school-based teacher educators in England, Israel and Romania. European Journal of Education, 61(1), 1-11

Ben-Yehudah, G., Charlap, L., & Guberman, A. (2025). Teaching Hebrew in Central-Eastern Europe: Teachers’ goals, achievements and challenges. Journal of Jewish Education.1–33.

Tack, H., Guberman, A., MacPhail, A. & Vanderlinde, R. (2025). Higher education-based teacher educators’ researcherly disposition: An international perspective. European Journal of Teacher Education, 48(3), 454-466.

Symeonidis, V., Guberman, A., & Cooper, R. (2025). (Eds.) Special Issue: Addressing teacher shortages in an international context: Implications for the quality and status of teacher education. European Journal of Teacher Education, 48(1). [199 pages]

Schur, Y., & Guberman, A. (2025). Promoting understanding of the concept of the refraction of light through the use of Attentive Teaching. Education Sciences, 15(2), 118.

Guberman, A., Carmi, T., & Cohen Brandeis, R. (2025). Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community. European Journal of Teacher Education, 1-19.

Guberman, A. (2025). Beginning teachers with physical or sensory disabilities: Challenges and Solutions from a Professional Development Workshop. Education Sciences, 15(11), 1484.

Carmi, T., Guberman, A., & Cohen Brandeis, R. (2025). PLC tools: promoting learning about learning in a teachers’ professional community. Professional Development in Education, 51(2), 231-246.

Arviv-Elyashiv, R., Guberman, A., & Ben-Yehudah, G. (2025). Retention among newly qualified second-year teachers: The reception-integration model. British Educational Research Journal.

Guberman, A., Carmi, T., & Cohen Brandeis, R. (2025). Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community. European Journal of Teacher Education, 1-19.

Zuzovsky, R., & Guberman, A. (2024). Narrating stories about research units in Israeli teacher education colleges. European Journal of Teacher Education, 47(4), 787-804.

Zuzovsky R, Guberman, A., & Amasha, M. (2024). Citizenship education to promote civic engagement among Arabic speaking student teachers in Israel. Education, Citizenship and Social Justice, 19(1), 58-76.

Schur, Y., & Guberman, A. (2024). Conceptual change of ’teaching’ among experienced teachers after studying Attentive Teaching. Education Sciences, 14(3), 231-249.

Guberman. A., Axelrad-Levy, T., Almaliah Rauscher, S., & Motro, M. (2024). Interactions with animals in an educational setting: Children’s perspectives. Social Pedagogy/Pedagogika Społeczna, 91(1), 175-195.

Guberman, A., Ben-Yehudah, G., & Arviv-Elyashiv, R. (2024). Retraining professionals as STEM teachers: The potential and the challenges. European Journal of Teacher Education.

Guberman, A., & Symeonidis, V. (2024). (Eds.) Education Sciences, special issue: Teachers and teaching in teacher education. Education sciences, 14. [15 papers]

Guberman, A. (2024). The MOFET Institute: Professionalizing teacher educators’ work. Pedagogika Społeczna, 91(1), 19-29. /

Czerniawski, G., Guberman, A., MacPhail, A., & Vanassche, E. (2024). Identifying school-based teacher educators’ professional learning needs: An international survey. European Journal of Teacher Education, 47(5), 1005-1020.

Yueying, G., MacPhail, A., & Guberman, A. (2023). Professional learning and development needs of Chinese university-based physical education teacher educators. European Journal of Teacher Education, 46(1), 154-170.

Wang, Y., Halász, G., Guberman, A., Baghdady, A., & Mcdossi, O. (2023). (Eds.) Research, policymaking and innovation: Teacher and education development in Belt and Road countries. Singapore: Springer Nature [389 pages]

Schur, Y., & Guberman, A. (2023). Conceptual change of ’teaching’ among experienced teachers after studying Attentive Teaching. In Educational Circles, 12, 2-16. [Hebrew]

Orland-Barak, L., Flores, M. A., Guberman, A., & Craig, C. J. (2022). (Eds.) A life of optimism: Selected works of Miriam Ben-Peretz. Brill. [260 pages]

Guberman, A., Habib, T., Sandbank, A., Yifat, R., & Zadunaisky Ehrlich, S. (2021). Writing in early childhood. Tel Aviv: MOFET. [216 pages] [Hebrew]

Guberman, A., & Smith, K. (2021) (Eds.) Frontiers in Education, volume 6, special issue: Expansive learning in teacher education [150 pages]