Refereed Papers in Professional Journals
- Tsybulsky, D. (2019). The team-teaching experiences of pre-service science teachers implementing PBL in elementary school. Journal of Education for Teaching, 45(3), 244-261. PDF. https://doi.org/10.1080/09589236.2019.1599505
- Tsybulsky, D. & Muchnik-Rozanov, Y. (2019). 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, 79, 48-59. PDF. https://doi.org/10.1016/j.tate.2018.12.006
- Tsybulsky, D. & Oz, A. (2019). From frustration to insights: experiences, attitudes and pedagogical practices of pre-service science teachers implementing PBL in elementary school. Journal of Science Teacher Education, 30(3), 259-279. PDF. https://doi.org/10.1080/1046560X.2018.1559560
- 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 Perspectives, 20(4), 520-532. PDF. https://doi.org/10.1080/14623943.2019.1642188
- Tsybulsky, D., Gateneo-Kalush, M., Abuganem, M. & Grobgeld, E. (2020). Experiences of preservice teachers exposed to project-based learning. European Journal of Teacher Education, 43(3), 368-383. PDF. https://doi.org/10.1080/02619768.2019.1711052
- Muchnik-Rozanov, Y. & Tsybulsky, D. (2021). Examining future-oriented discourse within reflective narratives as professional identity development for student teachers. Journal of Education for Teaching, 47(3). PDF. http://dx.doi.org/10.1080/02607476.2021.1878339
- Tsybulsky, D. & Muchnik-Rozanov, Y. (2021). Project-based Learning in Science-Teacher Education: The Role of Emotional Experiences in Building Preservice Teachers’ Competencies. Special Issue on PBL, Journal of Disciplinary and Interdisciplinary Science Education Research, 3(9), 1-12. https://doi.org/10.1186/s43031-021-00037-8
Refereed Papers in Hebrew
- Tsybulsky, D. & Oz, A. (2019). Two minds are always better than one – experiences and attitudes of science pre-service teachers mentoring PBL. Rav Gvanim, 17(4), 48-74. PDF
Refereed Papers in Conference Proceeding
- Tsybulsky, D. & Oz, A. (2017). Pre-service science teachers’ attitudes towards small-group learning pedagogies. INTED17 Proceedings, 5231-5236. Valencia, Spain: IATED Digital Library. doi: 10.21125/inted.2017.1224
- Tsybulsky, D., Gateneo-Kalush, M., Abuganem, M. & Grobgeld, E. (2018). Project-based-learning: look at teacher trainees’ experiences. INTED18 Proceedings, pp. 1424-1430. Valencia, Spain: IATED Digital Library. doi: 21125/inted.2018.0240
- 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. doi: 21125/inted.2018.0398
- Tsybulsky, D., Milner-Bolotin, M. & Chachashvili-Bolotin, S. (2018). STEM or S.T.E.M.? Challenging a traditional paradigm through innovative three step approach to STEM teacher education. 11th annual International Conference of Education, Research and Innovation [ICERI] Proceedings 2018, pp. 4664-4672. Seville, Spain: IATED Digital Library. doi: 21125/iceri.2018.2069
- Tsybulsky, D. & Muchnik-Rozanov, Y. (2019). 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 Proceedings. Bologna, Italy.