A Life of Optimism

Lily Orland-Barak, Ph.D., is Professor in Education, former Dean of the Faculty of Education and present Dean of Graduate and Postgraduate Studies Authority of the University of Haifa, Israel. Her research focuses on teacher professional learning, mentoring, and discursive approaches to the study of mediated teacher learning at the workplace. In 2022, she was named an AERA Fellow. Maria Assunção Flores, Ph.D., completed her doctoral studies at the University of Nottingham, UK and currently works at the University of Minho, Portugal. Her research interests include teacher professionalism and identity, teacher education and professional development, curriculum, assessment, leadership, and higher education. She is past Chair of the International Study Association on Teachers and Teaching and is currently co-editor of the European Journal of Teacher Education. Ainat Guberman, Ph.D., is Head of the Research Authority at the MOFET Institute in Tel Aviv, Israel, and a council member of the International Forum of Teacher Educator Professional Development. She also is a lecturer at David Yellin College of Education, and the Hebrew University Department of Education in Jerusalem. Cheryl J. Craig, Ph.D., is an Endowed Professor, Chair of Technology & Teacher Education, and Founding Director of the Collaborative for Innovation in Teaching Education at Texas A&M University. Her narrative inquiry research unfolds at the intersection where teaching and curriculum meet. She is an AERA Fellow and co-editor of the Journal of Teacher Education.

Notes on Original Publications

Notes on Contributors



PART 1: Introduction

1 Looking Back with Hope: Remembering Dr. Miriam Ben-Peretz

 Lily Orland-Barak, Maria Assunção Flores and Cheryl J.

Craig



2 Miriam Ben-Peretz: Window on a Scholar’s Soul

 F. Michael Connelly



3 Eros and Education: Miriam Ben-Peretz’s Favorite Work

 Cheryl J. Craig



PART 2: Miriam Ben-Peretz’s Schwab-Influenced

Works

4 Time: The Fifth Commonplace in Curricular Deliberations

 Miriam Ben-Peretz



5 The Concept of Curriculum Potential

 Miriam Ben-Peretz



6 The Impossible Role of Teacher Educators in a Changing World

 Miriam Ben-Peretz



PART 3: Signature Works

7 Thirty Years of School Based Curriculum Development: A Case

Study

 Miriam Ben-Peretz and Ben Zion Dor



8 Retired Teachers Reflect on Learning with Experience

 Miriam Ben-Peretz



9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are

Its Implications for Schooling?

 Miriam Ben-Peretz



PART 4: National and International Collaborations

SECTION 1: National Collaboration

10 Educators of Educators: Their Goals, Perceptions and Practices

 Miriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg

and Sarah Shimoni



SECTION 2: International Collaborations

11 Tensions and Paradoxes in Teaching: Implications for Teacher

Education

 Miriam Ben-Peretz and Maria Assunção Flores



12 Intergenerational Impact of a Curriculum Enigma: The Scholarly

Legacy of Joseph J. Schwab

 Miriam Ben-Peretz and Cheryl J. Craig



PART 5: Conclusion

13 Developing Theory, Practice and Policymaking in Teacher

Education: Ben-Peretz’s Work at the MOFET Institute

 Ainat Guberman



14 My Journey in the Curriculum Field: Looking Back with Hope

 Miriam Ben-Peretz



Afterword: Golden Moments: Memories of Miriam Ben-Peretz

 Lee Shulman



Index