ד"ר יוליה מוצ'ניק רוזנוב

Dina Tsybulsky, Yulia Muchnik-Rozanov, The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity, Teaching and Teacher Education, Volume 124, 2023, 104020

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.

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).

Orna Levin & Yulia Muchnik-Rozanov (2022) Professional development during simulation-based learning: experiences and insights of preservice teachers, Journal of Education for Teaching

Rivi Frei-Landau, Lily Orland-Barak, Yulia Muchnick-Rozonov, What's in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education, Teaching and Teacher Education, Volume 113, 2022

Tsybulsky D, Muchnik-Rozanov Y. Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices. F1000Res. 2021 Jun 16;10:ISF-71.

Tsybulsky, D., Muchnik-Rozanov, Y. Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies. Discip Interdscip Sci Educ Res 3, 9 (2021).

Yulia Muchnik-Rozanov & Dina Tsybulsky (2021) Examining future-oriented discourse within reflective narratives as professional identity development for student teachers, Journal of Education for Teaching, 47:3, 309-321

Muchnik-Rozanov, Y. & Tsybulsky, D. (2020). Linguistic Analysis of Science Teachers’ Narrative with the AntConc Software. Advancing Educational Research with Emerging Technology. Hershey, PA: IGI Global

Tsybulsky, D. & Muchnik-Rozanov, Y. (2020). What it takes to be a good science teacher? Project-based learning as an impetus for student-teachers' professional growth. European Science Education Research Association [ESERA2019] Conference Proceeding. Bologna, Italy

Dina Tsybulsky, Yulia Muchnik-Rozanov, The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis, Teaching and Teacher Education, Volume 79, 2019

Muchnik-Rozanov, Y. & Tsybulsky, D. (2019). Towards Understanding the Language of Student Teachers’ Reflections in the Context of Professional Identity Development. Reflective Practice: International and Multidisciplinary

Tsybulsky, D. & Muchnik-Rozanov, Y. (2019). Student-teachers' professional identity development while guiding PBL through team-teaching in science classes: multi-level analysis. Teaching and Teacher Education, 79, 48-59.

Tsybulsky, D. & Muchnik-Rozanov, Y. (2018). Change in professional identity of teacher trainers in the process of guiding PBL in science class: multi-level analysis. INTED18 Proceedings, pp. 2113-2117. Valencia, Spain: IATED Digital Library