Ainat Guberman

734 total citations
25 papers, 454 citations indexed

About

Ainat Guberman is a scholar working on Education, Human Factors and Ergonomics and Developmental and Educational Psychology. According to data from OpenAlex, Ainat Guberman has authored 25 papers receiving a total of 454 indexed citations (citations by other indexed papers that have themselves been cited), including 18 papers in Education, 4 papers in Human Factors and Ergonomics and 4 papers in Developmental and Educational Psychology. Recurrent topics in Ainat Guberman's work include Teacher Education and Leadership Studies (13 papers), Collaborative Teaching and Inclusion (8 papers) and Teacher Professional Development and Motivation (4 papers). Ainat Guberman is often cited by papers focused on Teacher Education and Leadership Studies (13 papers), Collaborative Teaching and Inclusion (8 papers) and Teacher Professional Development and Motivation (4 papers). Ainat Guberman collaborates with scholars based in Israel, Ireland and United Kingdom. Ainat Guberman's co-authors include Ann MacPhail, Gerry Czerniawski, Cory Shulman, Marit Ulvik, Helma Oolbekkink-Marchand, Nirit Bauminger, Donald Gray, Paul Conway, Orit Avidov‐Ungar and Ruben Vanderlinde and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Autism and Developmental Disorders and Journal of Child Language.

In The Last Decade

Ainat Guberman

19 papers receiving 421 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Ainat Guberman Israel 9 294 115 86 57 49 25 454
Mona Holmqvist Sweden 13 443 1.5× 217 1.9× 52 0.6× 15 0.3× 55 1.1× 83 572
Angelo Vasalos Netherlands 3 570 1.9× 104 0.9× 15 0.2× 80 1.4× 87 1.8× 7 689
Marina Wai-yee Wong Hong Kong 9 214 0.7× 64 0.6× 26 0.3× 168 2.9× 50 1.0× 32 457
Samantha G. Daley United States 12 326 1.1× 184 1.6× 62 0.7× 37 0.6× 56 1.1× 25 583
Xianhan Huang Hong Kong 13 310 1.1× 121 1.1× 26 0.3× 143 2.5× 29 0.6× 31 538
Igor M. Arievitch United States 10 230 0.8× 208 1.8× 31 0.4× 77 1.4× 77 1.6× 13 534
Pam Hanley United Kingdom 10 267 0.9× 111 1.0× 19 0.2× 119 2.1× 49 1.0× 27 477
Georgina Barton Australia 13 341 1.2× 62 0.5× 16 0.2× 63 1.1× 89 1.8× 89 569
Anastasia P. Samaras United States 13 675 2.3× 114 1.0× 11 0.1× 65 1.1× 161 3.3× 49 823
Samuel P. Whalen United States 7 183 0.6× 213 1.9× 62 0.7× 182 3.2× 43 0.9× 10 558

Countries citing papers authored by Ainat Guberman

Since Specialization
Citations

This map shows the geographic impact of Ainat Guberman's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Ainat Guberman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Ainat Guberman more than expected).

Fields of papers citing papers by Ainat Guberman

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Ainat Guberman. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Ainat Guberman. The network helps show where Ainat Guberman may publish in the future.

Co-authorship network of co-authors of Ainat Guberman

This figure shows the co-authorship network connecting the top 25 collaborators of Ainat Guberman. A scholar is included among the top collaborators of Ainat Guberman based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Ainat Guberman. Ainat Guberman is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Guberman, Ainat, et al.. (2025). Promoting Understanding of the Concept of the Refraction of Light Through the Use of Attentive Teaching. Education Sciences. 15(2). 118–118.
2.
Guberman, Ainat, et al.. (2025). Retention among newly qualified second‐year teachers: The reception–integration model. British Educational Research Journal. 52(1). 667–684. 1 indexed citations
3.
Guberman, Ainat, et al.. (2024). Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching. Education Sciences. 14(3). 231–231.
4.
Guberman, Ainat, et al.. (2024). Retraining professionals as STEM teachers: the potential and the challenges. European Journal of Teacher Education. 48(1). 113–131.
5.
Halász, Gábor, et al.. (2023). Research, Policymaking, and Innovation.
6.
Czerniawski, Gerry, Ainat Guberman, Ann MacPhail, & Eline Vanassche. (2023). Identifying school-based teacher educators’ professional learning needs: an international survey. European Journal of Teacher Education. 47(5). 1005–1020. 9 indexed citations
7.
Guberman, Ainat, et al.. (2022). Narrating Stories about Research Units in Israeli Teacher Education Colleges. European Journal of Teacher Education. 47(4). 787–804.
8.
Guberman, Ainat, et al.. (2022). Citizenship education to promote civic engagement among Arabic speaking student teachers in Israel. Education Citizenship and Social Justice. 19(1). 58–76. 1 indexed citations
9.
Guberman, Ainat, et al.. (2021). The contribution of research units to research culture in Israeli teacher education colleges from unit members’ perspective. Asia-Pacific Journal of Teacher Education. 50(4). 357–371. 2 indexed citations
10.
MacPhail, Ann, et al.. (2021). Professional learning and development needs of Chinese university-based physical education teacher educators. European Journal of Teacher Education. 46(1). 154–170. 8 indexed citations
11.
Guberman, Ainat, et al.. (2021). Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers. Frontiers in Education. 6. 7 indexed citations
12.
Guberman, Ainat. (2020). Introducing Young Children to Expository Texts through Nonverbal Graphic Representations. Cuadernos del Centro de Estudios de Diseño y Comunicación.
13.
Guberman, Ainat, Marit Ulvik, Ann MacPhail, & Helma Oolbekkink-Marchand. (2020). Teacher educators’ professional trajectories: evidence from Ireland, Israel, Norway and the Netherlands. European Journal of Teacher Education. 44(4). 468–485. 14 indexed citations
14.
Avidov‐Ungar, Orit, et al.. (2019). Professional communities of teacher educators: the characteristics that promote their success. International Journal of Leadership in Education. 24(4). 491–512. 3 indexed citations
15.
Guberman, Ainat, et al.. (2019). Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership. European Journal of Teacher Education. 42(4). 507–522. 19 indexed citations
16.
MacPhail, Ann, et al.. (2018). The professional development of higher education-based teacher educators: needs and realities. Professional Development in Education. 45(5). 848–861. 114 indexed citations
17.
Czerniawski, Gerry, et al.. (2018). The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland. Journal of Education for Teaching International Research and Pedagogy. 44(2). 133–148. 40 indexed citations
18.
Czerniawski, Gerry, Ainat Guberman, & Ann MacPhail. (2016). The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education. 40(1). 127–140. 115 indexed citations
19.
Shulman, Cory, et al.. (2011). Moral and Social Reasoning in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders. 42(7). 1364–1376. 49 indexed citations
20.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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2026