Publications
BOOKS 1. Strahovsky, R., HertzLazarowitz, R., & OrlandBarak L. (2008).
2. OrlandBarak, L.(2010). Learning to Mentor as Praxis: [237 pages] The book was awarded the Exemplary Research in Teaching and Teacher Education Award at the 2010 American Educational Research Association Annual Meeting for the advancement of knowledge in the field of teacher education. *3. OrlandBarak, L., & Maskit, D. (In
Press). Methodologies of Mediation in Professional
Learning. Springer. [~200 pages] 
Edited Books Published 1. Zellermayer, M.., Munthe, E., Gorodesky, M., Rust
O’Connell,F. & OrlandBarak, L. (2007)
. Teachers learning in communities: International
Perspectives . Sense Publications. [243 pages]. *2. Orland Barak. L.& Craig, C . (Eds.) (2014). International Teacher Education: Promising Pedagogies [Vol. I]. Emerald Group Publishing. [471 pages] *3. Craig, C., & Orland Barak. L. (Eds.) (2015). International Teacher Education: Promising Pedagogies [Vol. II]. Emerald Group Publishing. [471 pages]
*4. Craig, C., & Orland Barak. L. (Eds.) (2015). International Teacher Education: Promising Pedagogies [Vol. III]. Emerald Group Publishing. [471 pages]

ARTICLES IN REFEREED JOURNALS
Published 

Orland, L . (2000). What’s in a Line ? Exploration of a research and
reflection tool. Teachers and Teaching: Theory and
Practice , 6(2), 197213. 

Orland, L . (2000). Novice teachers as learners: Exploring
pedagogical stories. Curriculum and Teaching,
15(1), 5363. 

Orland, L (2001). Reading a mentoring situation: One aspect
of learning to mentor. Teaching and Teacher Education,17(1), 7588. 

OrlandBarak,L . (2001). Learning to mentor as learning a second language
of teaching. Cambridge Journal of Education, 31(1), 5368. 

OrlandBarak , L .(2002). What’s in a case? What mentors’ cases reveal about
the Practice of Mentoring. Journal of Curriculum Studies, 34(4), 451468. 

Orland Barak , L . (2002). The impact of practice teaching on the first year
of teaching: learning to ask different questions. Teacher Education Quarterly, 29(2),
99122. 

Orland Barak , L . (2002). Theoretical Sensitivity: Unpacking a complex
construct. Reflective Practice. 3(3), 264278. 

Orland Barak , L ., Kemp, J. BenOr, T., Levi, Z. (2004). Seeing the 'new'
in light of the 'old': Evolving interpretations of a new
national curriculum .Journal of Curriculum Studies , 36(3), 321339. 

OrlandBarak, L . (2003). Emergency Room (ER) Stories: Mentors at the
intersection between the moral and the pedagogical.Journal of InService Education, 29 (3), 489512 . 

OrlandBarak, L . (2004). What have I learned from all this? Four years of
teaching an Action Research course: insights of a second
order. Educational Action Research (1),
3359. 

Orland Barak , L . & Klein, S.# (2005). The expressed and the realized: 

OrlandBarak. L. (2005) . Portfolios as evidence of mentors’ learning: What 

OrlandBarak, L . (2005). Cracks in the Iceberg: Surfacing the
tensions of 

OrlandBarak, L . & Yinon, H. #(2005). Same but Different: Jewish and
Arab 

OrlandBarak, L . & Wilhelem, D. #(2005). Novices in clinical practice
settings: Student nurses stories of learning the practice
of nursing. Nurse Education Today, 25(6), 455464. 

OrlandBarak, L & Yinon, H. #(2005). Sometimes a novice and sometimes
an expert: Mentors' expertise as revealed through their
stories of critical incidents. Oxford Review of Education, 31(4), 557579. 

OrlandBarak, L . (2005). Lost on Translation: Mentors learning participate
in competing discourses of practice. Journal of Teacher Education, 56(4), 355367. 

OrlandBarak, L. & Tillema, H. (2006). The 'dark side of the moon': A
critical look at teacher knowledge construction in
collaborative settings. Teachers and Teaching : Theory and Practice, http://www.informaworld.com/smpp/title~db=all~content=t713447546~tab=issueslist~branches=12
 v12 12 (1), 1 – 12. 

OrlandBarak, L . (2006). Convergent, Divergent and
Parallel Dialogues in 

OrlandBarak, L & Yinon, H. #(2007). When Theory Meets Practice:
Student teachers' reflections on their classroom discourse. Teaching and Teacher Education, 23,
957969. 

Tillema, H., & OrlandBarak, L.
(2006). Constructing Knowledge in Professional
Conversations: The role of beliefs on knowledge and
knowing. Learning & Instruction, 16(6), 117. 

OrlandBarak, L . & Tillema, H. (2007). Researchers' Construction of
Knowledge from Studying Professional Conversation Groups. Educational Forum, 71(4), 361372 

Tillema, H., OrlandBarak, L. &
Marcos, J.J. (2008). Articulating choice and deliberation
in conducting researchresearchers working in the
interpretive zone. Ethnography and Education,
3(1), 4962. 

OrlandBarak, L . (2009). Unpacking variety in practitioner inquiry on
teaching and teacher education. Educational Action Research, 17(1), 111119. 

OrlandBarak, L . & Leshem, S. (2009). Observation in learning to
teach: Forms of "Seeing". Teacher Education Quarterly, 36(3), 2137. 

OrlandBarak, L . & Rachamim, M. #(2009). Simultaneous reflections by
video in a secondorder action research mentoring model:
Lessons for the mentor and the mentee . Reflective Practice, 10(5), 601613. 

Orland Barak, L .& Hasin, R. (2010). Exemplary mentors' perspectives
towards mentoring across mentoring contexts: Lessons from
collective case studies.Teaching and Teacher Education, 26, 427437 . 

Shapira, O. & OrlandBarak, L. (2010).
The Multifaceted character of ethical dilemmas in teaching:
The Israeli case. Educational Practice and Theory,
31(2), 2746. OrlandBarak, L . & Becher, A. #(2011). Cycles of action and systems of
activity: Complementary lenses for interpreting
professional learning. Mind, Culture and Activity. 18, 115–128. 

OrlandBarak, L . & Maskit, D. (2011). Novices in Story: What first
year teachers’ narratives reveal about the shady corners of
teaching. Teachers and Teaching: Theory and Practice, 17
(4), 435–450.


OrlandBarak, L .; Khir, R.# & Becher, A. #(2013) Mentoring in a
context of political friction: Moral dilemmas of mentors
and their management in practice in Arab schools in Israel. Mentoring and Tutoring: Partnership in Learning, 21(1), 7695. 

OrlandBarak, L . & Maskit, D. (2013). Taking a Stance
through Visual Texts: Novice Teachers as Educational
Agents. International Journal of Qualitative Studies in
Education , 27(3), 330348. 

OrlandBarak, L. (2014). Mediation in mentoring: A synthesis of studies in
Teaching and Teacher Education.Teaching and Teacher Education, 44, 180188 . 

OrlandBarak, L. (2014). Mind the gap: Teacher learning, teacher development
and teacher inquiry. Teachers and Teaching: Theory and Practice, 20(6),
667671. 

OrlandBarak, L. & Maskit, D. (2015). UniversitySchool
partnerships: Student teachers' evaluations across nine
partnerships. Journal of Education for Teaching,
41(3), 285306.


Becher, A. # & OrlandBarak L. (2015).
Integrating Social Activity Theory and Critical Discourse
Analysis: A multilayered methodological model for examining
knowledge mediation in mentoring. International Journal of Qualitative Studies in
Education , 29(4), 498519. 

Lavrenteva, E. # & OrlandBarak, L. (2015). The Treatment of Culture in the Foreign Language
Curriculum: An analysis of national curriculum documents. Journal of Curriculum Studies, 47(5), 653684. 

OrlandBarak, L. (2016). Doing, Becoming and Being a
teacher: Connections, controversies and disconnections. Teachers and Teaching: Theory and Practice, 22(1),
15. 

[IF=0.635; IF(5YR)=1.047; R=158/231 (Education &
Educational Research), Q3; V] 

Rachamim, M. #, & OrlandBarak, L. (2016). Constructing meaning in a community of learners: The ‘star’ pattern of talk. Oxford Review of Education, 42(4), 475490. [IF=0.890; IF(5YR)=1.047; R=150/236 (Education & Educational Research), Q3; V] [SJR=0.965; R=136/1066 (Education), Q1] 

Yinon. H. # & OrlandBarak, L. (2017). Career Stories of Israeli Teachers Who Left Teaching: A Salutogenic View of Teacher Attrition. Teachers and Teaching: Theory and Practice, 114. [IF=1.158; IF(5YR)=1.110; R=110/235 (Education & Educational Research), Q3;V] [SJR=1.087; R=116/1066 (Education), Q1; R=182/3449 (Arts and Humanities), Q2]. 

Becher, A. # & OrlandBarak, L. (2017) Context Matters: Contextual factors informing teacher mentoring in Initial Teacher Education. Journal of Teacher Education. [IF=2.984; IF(5YR)=3.551; R=12/236 (Education & Educational Research), Q1; V] [SJR= 3.149; R=8/1066 (Education), Q1] 

Rachamim, M. # & OrlandBarak, L. (2018). When style meets pattern in mentoring talk: implications for student teacher community learning environments in practice teaching. Cambridge Journal of Education, 119. [IF=0.982; IF(5YR)=1.151; R=103/235(Education & Educational Research), Q2, V] [SJR=1.836; R=362/1066 (Education), Q1] 
ARTICLES OR CHAPTERS IN BOOKS WHICH ARE NOT CONFERENCE PROCEEDINGS
1. 
Orland, L . (1993). How we teach and Why: The implementation of an Action Research Model for InService Training, in J. Edge, &
K.Richards 

2. 
Rust , F.,OrlandBarak , L (2000).
Learning the Discourse of Teaching: 

3. 
OrlandBarak, L . (2003). In Between Worlds: the tensions of inservice 

4. 
OrlandBarak, L . (2007) . Teachers Learning Communities A SocioCultural pespective. In M. Zellermayer, E. Munthe, M. Gorodesky, F. Rust O’Connell & L.OrlandBarak (Eds.). Teachers Learning in Communities (pp.139145). Sense Publications. 

5. 
OrlandBarak, L . (2009). Constructing Practice through Conversation in Professional Learning Groups. In C.J. Craig & L. Deretchin (Eds.). Teacher Education Yearbook XVII (pp.2340). American Association of Teacher Education, University of Houston. 

6. 
* Ora Keiny, S. & OrlandBarak, L. (2009). Action Research for Reform In Teacher Education: The case of Israel. In B.Somech & S. Nofke(Eds). Handbook of Educational Action Research (pp166178). SAGE. (Equal contribution, names by alphabetical order). 

7. 
OrlandBarak, L .& Shimoni. F. #(2009). Professional Knowledge in Practice Teaching settings: the case of kindergarten student teachers. In E. Correa Molina, C.Gervais & S.Rittershaussen (Eds.). Vers une conceptualisation de la situacion de stage: Explorations Internationales . (pp.4367). Universite de Sherbrooke: Canada. (Published in French, English and Spanish). 

*8. 
OrlandBarak, L. (2011). Competing models of mentoring new teachers: Implications and applications for mentored learning. In K. Smith & M. Ulvik (Eds.), Veiledning av nye lærere: Nasjonale og internasjonale perspektiver . (In English and Norwegian). 

*9. 
OrlandBarak, L. (2013). Teacher education as embedded in diversity: Discursive connections between research, policy and practice. In: M. Evans (Ed.). Teacher Education and Pedagogy: Theory, policy and practice (pp. 116133). Cambridge: Cambridge University Press. 

*10. 
ElbazLuwisch, F., & OrlandBarak, L. (2013). From Teacher Knowledge to Teacher Learning in
Community: Transformations of Theory and Practice. In C. J.
Craig, P. C. Meijer, J. Broeckmans (eds.) From Teacher Thinking to Teachers and Teaching: The
Evolution of a Research Community (Advances in Research on Teaching, Volume 19) (pp.97 –
113). Emerald Group Publishing Limited. 

*11. 
OrlandBarak, L . & Craig, C. (2014). International Teacher Education
Part A: Promising Pedagogies Introduction. In: C. Craig
& L. OrlandBarak (Eds.) Advances in Research on Teaching, Volume 22A, pp.
1 – 11. 

*12. 
Craig, C. & OrlandBarak, L. (2014). International Teacher Education Part A: Promising Pedagogies Concluding Chapter. In: C. Craig & L. OrlandBarak (Eds.) Advances in Research on Teaching, Volume 22A, 447462. 

*13. 
Craig, C. & OrlandBarak, L. (2015). International Teacher Education Part B: Promising Pedagogies Introduction. In: C. Craig & L. OrlandBarak (Eds.) Advances in Research on Teaching, Volume 22B, 15. 

*14. 
OrlandBarak, L. & Craig, C. (2015). International Teacher Education Part B: Promising Pedagogies Concluding Chapter. In: C. Craig & L. OrlandBarak (Eds.), Advances in Research on Teaching, Volume 22B, 439451. 

*15. 
OrlandBarak, L. & Craig, C. (2015). International Teacher Education Part C: Promising Pedagogies Foreword. In: C. Craig & L. OrlandBarak (Eds.) Advances in Research on Teaching, Volume 22C, pp. 110. 

*16. 
Craig, C. & OrlandBarak, L. (2015). International Teacher Education Part C: Promising Pedagogies Concluding Chapter. In: C. Craig & L. OrlandBarak (Eds.) Advances in Research on Teaching, Volume 22C, 365377. 

*17. 
Craig, C. & OrlandBarak, L. (2015). International Teacher Education Part A, B & C: Promising Pedagogies Series Concluding Chapter. In: C. Craig & L. OrlandBarak (Eds.), Advances in Research on Teaching, Volume 22C, 379387. 

*18. 
Craig, C. & OrlandBarak, L. (2015). Deaning: Duty and Desire. In R. T. Clift, J. Loughran, G. E. Mills, & C. J. Craig, (Eds.), Inside the Role of Dean: International Perspectives on Leading in Higher Education (pp. 176187). New York: Routledge. 

*19. 
OrlandBarak, L. (2016) . Mentoring. In: J. Loughran, and M. L. Hamilton (Eds.) International Handbook of Teacher Education [volume II] (pp.105141). Singapore: Springer Publications. 

Accepted for publication 

*20. 
OrlandBarak, L. (In Press). Insruction and Mentoring in Teacher Education. In: A. Kasher (Ed.). Hebrew Encyclopedia. Jerusalem: Shoken Publishing [In Hebrew]. [3 pages] 

*21. 
OrlandBarak, L. (In Press). Introductory Chapter III: Teacher Agency. In: D. J. Clandinin, & J. Husu (Eds.), International Handbook of Research on Teacher Education. Sage Publishers. [6 pages] 

ARTICLES IN CONFERENCE PROCEEDINGS
Published 

1. 
Orland, L . & Mazor, E. (1997) . The practice of mentors: Two
collaborative 

H. 
OTHER PUBLICATIONS 

Coursebooks for Teaching English as a Foreign Language. 

1. 2. 3. 4. 5. 6. 7. 8. 9. 
Orland, L (1992). Bridging the gap between Primary and Intermediate (Junior High School), in C. Goldfus (Ed.), Communicative Methodology (pp.237247). Israel: The Ministry of Education. Orland, L. and BenShachar, T. (1993). Five in Action: Textbook, University Publishing Projects Ltd. [295pages] Orland, L. and Ben Shachar, T. (1993) . Five in Action: Teachers’ Guide , University Publishing Projects Ltd.[158 pages] Orland, L. and Mazor, E. (1994). Good Company: Textbook , University Publishing Projects Ltd. [197 pages] Orland, L. and Mazor, E. (1994). Good Company: Teachers’ Guide , University Publishing Projects Ltd. [86 pages] OrlandBarak, L. & Mazor, E. (2002) Friends: Textbook University Publishing Projects Ltd. [183 pages] OrlandBarak, L. & Mazor, E. ( 2002). Friends: Teachers Guide. University Publishing
Projects Ltd. [224 pages] OrlandBarak, L. & Mazor, E. (2002). Friends: Story Book. University Publishing
Projects Ltd. [48 pages] OrlandBarak, L. & Mazor, E. (2002). Friends: Pupil’s Taskbook. University Publishing
Projects Ltd. [167 pages] 

J. 
Submitted Publications 

Articles in Refereed Journals 

1. 
OrlandBarak, L. & Wang, J. (revised and resubmitted). Teacher Mentoring in Service of
Preservice Teachers’ Learning to Teach: Conceptual bases,
characteristics, and challenges for field based program
reform. Journal of Teacher Education. [IF=2.754;
IF(5YR)=3.551; R=10/231 (Education & Educational
Research), Q1; V] 

2. 
Goldberg, T. # & OrlandBarak, L. (submitted). The teacher as context sensitive learner: New teachers' learning patterns, their relations with context, and effect on teaching performance. American Educational Research Journal. [IF=2.931; R=13/236 (Education & Educational Research), Q1; V] [SJR= 3.879] 

3. 
Lavrenteva, E. # & OrlandBarak, L. (submitted). Dropouts, transformed professionals or change makers: Prospective teachers’ beliefs acting as filters, frames and guides in preservice education. Research Papers in Education. [IF=1.033; R: 126/235 (Education & Educational Research); R=256/1066 (Education), Q2; V] [SJR= 0.638] 