פרופ' אורית אבידב-אונגר

Shamir-Inbal, T., Avidov-Ungar, O., Hadad, S., & Blau, I. (2025). Characteristics and effectiveness of formal and informal teacher professional development for remote teaching of educators in different career stages. Research and Practice in Technology Enhanced Learning, 20, 021.

Hayak, M., Avidov-Ungar, O., & Bitton, I. (2024). Circles of Support for Teacher Leadership Implementing Innovations at School: Point of View of Teachers and School Principals. Leadership and Policy in Schools, 1–16.

Grinshtain, Y., Avidov-Ungar, O., Livneh, I., Shaked, H., & Nikritin, D. (2024). From traditional to clinical approach toward continuing professional development: Academia-field partnership in teacher education. European Journal of Education, 59, e12628.

Avidov-Ungar, O., & Zamir, S. (2024). Personalization in Education. IntechOpen.

Yael Grinshtain, Orit Avidov-Ungar, Haim Shaked, Idit Livneh & Daniel Nikritin (2023) ‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes, Journal of Education for Teaching

Yael Grinshtain, Orit Avidov Ungar & Eliza Barenboim (2023) Job satisfaction and professional development among teachers working under two parallel top-down reforms, Teacher Development, 27:2, 214-233

Rivi Frei-Landau, Orit Avidov-Ungar, Orna Heaysman, Abed Abu-Sareya & Lior Idan (2023) Conceptualising Bedouin teachers’ social-emotional learning in the context of teaching children with neurodevelopmental disorders, Teaching Education

O. Avidov-Ungar, S. Hadad, T. Shamir-Inbal & I. Blau (2023) Formal and informal professional development during different Covid-19 periods: the role of teachers’ career stages, Professional Development in Education

Merav Hayak & Orit Avidov-Ungar (2023) Knowledge and planning among teachers integrating digital game-based learning into elementary school classrooms, Technology, Pedagogy and Education

Avidov-Ungar, O., & Hayak, M. (2023). Education and Games: Teachers’ Professional Knowledge in Integrating Digital Games into Instruction in School. Game Theory - From Idea to Practice [Working Title].

Arviv Elyashiv, R., & Avidov-Ungar, O. (2023). Teachers’ perceptions of national large-scale assessment: the pedagogical dimension. Educational Review, 76(6), 1691–1707.

Frei-Landau, R., Muchnik-Rozanov, Y. & Avidov-Ungar, O. Using Rogers' diffusion of innovation theory to conceptualize the mobile-learning adoption process in teacher education in the COVID-19 era. Educ Inf Technol (2022).

Arviv Elyashiv, R. and Avidov-Ungar, O. (2022), "Teachers' pedagogical implementation of the National Large-Scale Assessment (NLSA): improving and advancing teaching-learning processes", Quality Assurance in Education, Vol. ahead-of-print No. ahead-of-print.

Cite as: Avidov-Ungar, O., & Hayak. M. (2022). Attitudes toward the integration of digital games into instruction in teacher education colleges during the COVID-19 pandemic. Journal of Information Technology Education: Research, 21, 623-639

Rivi Frei-Landau, Orit Avidov-Ungar, Educational equity amidst COVID-19: Exploring the online learning challenges of Bedouin and Jewish Female Preservice Teachers in Israel, Teaching and Teacher Education, Volume 111, 2022

Hayak, M., & Avidov-Ungar, O. (2022). Perceptions of senior academic staff in colleges of education regarding integration of technology in online learning. Journal of Information Technology Education: Innovations in Practice, 21, 77-94.

Muchnik-Rozanov Y, Frei-Landau R and Avidov-Ungar O (2022) Mobile-learning adoption in teacher education amidst COVID-19: Identifying two critical stages by exploring teachers’ emotions. Front. Educ. 7:1077989

Orit Avidov-Ungar, Tamar Shamir-Inbal & Ina Blau (2022) Typology of digital leadership roles tasked with integrating new technologies into teaching: Insights from metaphor analysis, Journal of Research on Technology in Education, 54:1, 92-107

Orit Avidov-Ungar, Hayak Merav & Sivan Cohen (2021) Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy, Leadership and Policy in School

Guberman A, Avidov-Ungar O, Dahan O and Serlin R (2021) Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers. Front. Educ. 6:533941.

Avidov-Ungar, O., & Hayak, M. (2021). Teacher Perception of the Adoption and Implementation of DGBL in Their Classroom Teaching: Adoption and Implementation of DGBL Among Teachers. International Journal of Game-Based Learning (IJGBL), 11(1), 17-30.

Avidov-Ungar, O. and Arviv-Elyashiv, R. (2021), "Teachers’ perceptions of educational reform: the schools’ readiness, supporting mechanisms and contributions of the reform", International Journal of Educational Management, Vol. 35 No. 1, pp. 173-187.

Hayak, M., Avidov-Ungar, O. The Integration of Digital Game-Based Learning into the Instruction: Teachers’ Perceptions at Different Career Stages. TechTrends 64, 887–898 (2020).

Orit Avidov-Ungar (2020) The professional learning expectations of teachers in different professional development periods, Professional Development in Education

Avidov-Ungar, O., Shmir-Inbal, T., & Blu I. (2020). Typology of digital leaders' responsibility for leading innovations as a part of educational reforms: Insights from metaphors' analysis. Journal of Research on Technology in Education. (Q1)

Avidov-Ungar, O., & Herscu, O., (2020). Formal professional development as perceived by teachers in different professional life periods. Professional Development in Education, 46(5), 833-844. (Q1)

Avidov-Ungar, O., & Ezran, E. (2020). The Hashkafa programme as a framework for the professional development of teachers: The perceptions of principals. Leadership and policy at school. 19(2), 190-208. (Q1)

Forkosh Baruch, A. & Avidov Ungar, O. (2019). ICT implementation in colleges of education: A framework for teacher educators. Journal of Information Technology Education: Research. 18, 207-229. (Q2)

Avidov-Ungar, O., Guberman, E., Dahan, O, & Serlin, R., (2019). Professional Communities of Teacher Educators: The Characteristics that promote their Success. International Journal of Leadership in Education. (Q1)

Avidov-Ungar, O. & Tsybulskiy. D. (2019). Teachers in leadership positions: Experiences of professional career development. International journal of Leadership in Education. (25 pages)

Arar, K., & Avidov-Ungar, O. (2019). Superintendents’ perception of their role and their professional development in an era of changing organizational environment. Leadership and Policy in Schools, 1-15. (Q1)

Avidov-Ungar, O. & Konkes Ben-Zion, R. (2019). The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development: An international journal of teachers' professional development. 23(3), 325-344. (Q1)

Avidov Ungar, O. (2019). Professional development communities of teachers: Israeli principals' perceptions. Journal of Educational Administration. (Q1)

*Avidov-Ungar, O. (2018). Professional development communities: The perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education. 44(5), 663-677. (Q1)

Avidov-Ungar, O., & Ezran, E. (2018). The Hashkafa programme as a framework for the professional development of teachers: The perceptions of principals. Leadership and policy at school. (Q1)

*Avidov-Ungar, O., & Amir, A., (2018). Teacher use of online tools in teaching: development and validation of a questionnaire for secondary school first language teachers Instruments of IT Teaching Methods (ITTM). Computer Assisted Language Learning, 31(7), 675-693. (Q1)

*Levin, O, & Avidov-Ungar, O., (2018). The use of ClassBoost in an education college from the students' viewpoint. Journal of Computer Assisted Learning. 34(6), 816-827. (Q1)

Avidov Ungar, O., & Arviv-Elyashiv, R., (2018). Teachers' perceptions of empowerment and chances of promotion to in-school leadership positions during educational reforms. International Journal of Educational Management. 32(1), 155-170. (Q2)

Avidov Ungar, O., & Forkosh Baruch, A. (2018). Professional Identity of Teacher Educators in the Digital Era in light of Demands of Pedagogical Innovation. Teaching and Teacher Education: An International Journal of Research and Studies, 73, 183-191. (Q1)

Avidov-Ungar, O. (2018). Teacher evaluation following reform: The Israeli perspective. Quality Assurance in Education. (Q2)

Avidov-Ungar, O. and Arviv-Elyashiv, R. (2018), "Teacher perceptions of empowerment and promotion during reforms", International Journal of Educational Management, Vol. 32 No. 1, pp. 155-170.

Levin, O, Avidov-Ungar, O. Students' views on the use of ClassBoost in a teachers' education college. J Comput Assist Learn. 2018; 34: 816– 827.

Avidov-Ungar, O., & Reingold, R., (2018). Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders— implementing the new policy for teachers’ professional development. International Journal of Leadership in Education: Theory & Practice. 21(3), 293- 309. (Q1)

Avidov-Ungar, O., (2018). Empowerment Patterns among Teachers in Leadership Positions involving ICT Implementation in Schools. Leadership and Policy in Schools. 77(1), 138-163. (Q1)

Avidov-Ungar, O., Leshem, B., Margaliot, A., & Grobgeld, E. (2018). Faculty use of the active learning classroom: Barriers and facilitators. Journal of Information Technology Education: Research, 17, 495-504.

Guberman, A., Avidov-Unger. O., Dahan, O., Serlin, R., Maskit, D., & Reichenberg, R. (2018). “Expansive Learning” in inter-organizational communities of practice shared by teacher educators and policymakers. Dapim, 69, 151-176. [Hebrew]

Orit Avidov-Ungar & Aliza Amir (2018) Development of a teacher questionnaire on the use of ICT tools to teach first language writing, Computer Assisted Language Learning, 31:7, 675-693

Orit Avidov-Ungar (2018) Empowerment Among Teachers in Leadership Positions Involving ICT Implementation in Schools, Leadership and Policy in Schools, 17:1, 138-163

Reingold, R. & Avidov-Ungar, O. (2018). ‘There should be more cooperation in setting the policy’: Israeli stakeholders' perceptions of their appropriate role in implementing a new educational reform. International Journal of Leadership in Education

*Avidov Ungar, O. & Hanin Yitzhak, L., (2018). Sense of empowerment among school ICT coordinators: personal, subject-area and leadership empowerment. Technology, Knowledge and Learning. 1-17. (Q1)