Lily Orland‐barak
Biographic Data
| ID | 4015558 |
|---|---|
| NAME | Lily Orland‐barak |
| GIVEN NAMES | Lily |
| FAMILY NAME | Orland‐barak |
| SIGNATURE | BARAK L O |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0002-5474-4334 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 89 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Same words, different meanings: Examining curriculum making from the perspective of language teachers’ epistemic beliefs
Introduction Given the predominant psycholinguistic approach to language education, little is known about the epistemic beliefs of language teachers and how they shape the enactment of reformed language curricula. These beliefs are mostly researched in science education but less in language education. To fill this gap, we investigated the epistemic beliefs of Arabic-speaking teachers of English in Israel and how they converge with or diverge from…
Mentors as agents of policy learning: (Im)possible mission? The case of a national policy implementation in teacher education
This study investigates the complexities of implementing a new teacher education policy in which in-service mentors function as agents of policy learning within Israel’s centralised educational system. To explore this complexity, we draw on agency perspectives, combining institutional logics theory and sense-making theory within the structure-agency debate in policy implementation studies. We focus on how mentors’ framings of professional situati…
What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders
Refraining from culture-related discussions in English as a foreign language classrooms: Lessons from negative cases
Introduction This study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content. Methods In our examination of the data, we opted for the Th…
Leading Teacher Education: Navigating the Tension Between Past and the Future
Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective
Employing literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in which text, task, and image combine in a learning activity. Through the application of the proposed framework, we explored cultural representations found …
A “life of optimism” in curriculum, teaching, and teacher education: The legacy of Miriam Ben-Peretz
In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged…
Lost in Translation in the Study of Mentoring 17 Years Later
In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collab…
Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice
Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice" (as identified in subsequent studies). Recent work has revealed the intricacies and complexities ent…
What's in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education
Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity
This study investigated teachers’ reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers’ orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli …
Agents, Agency, and Teacher Education
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: Implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations…
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform
Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers' learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the…
The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period
This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arab…
Educating Teacher Educators: International Perspectives
The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. Despite high expectations, historically there has been little attention to the education of teacher educators or to local and larger policies that would support the development of teacher educators who are prepared to meet th…
Drop-outs, transformed professionals or change makers: Prospective teachers’ beliefs acting as filters, frames and guides in pre-service education
Situated in the context of English as a foreign language (EFL) pre-service teacher education in Israel, the study surfaces connections between student teachers’ (STs) evolving beliefs about teachers and teaching, their experiences during teacher education and career intentions. Findings distinguish between three distinct student teacher profiles as related to belief change and its influence on dispositions to learning and aspired career trajector…
Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
Integrating social activity theory and critical discourse analysis: A multilayered methodological model for examining knowledge mediation in mentoring
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education
Taking a stance through visual texts: Novice teachers as educational agents
Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted…
Cycles of Action through Systems of Activity: Examining an Action Research Model through the Lens of Activity Theory
In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood in the wider context of interrelations between activity systems, as offered through the lens of acti…
Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies
When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse
Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings
The complex cultural mosaic of EFL teaching and teacher education in Israel calls for the need to explore how different ethnic and cultural backgrounds shape prospective EFL teachers' perspectives about their roles and practices as communicative teachers; an approach solidly entrenched in western, democratic views of teaching and learning. Focusing on one aspect of communicative language teaching, the function of L1 and L2 for promoting communica…
When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform
Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers' learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the…
The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice
Educating Teacher Educators: International Perspectives
The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. Despite high expectations, historically there has been little attention to the education of teacher educators or to local and larger policies that would support the development of teacher educators who are prepared to meet th…
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education
Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies
Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings
The complex cultural mosaic of EFL teaching and teacher education in Israel calls for the need to explore how different ethnic and cultural backgrounds shape prospective EFL teachers' perspectives about their roles and practices as communicative teachers; an approach solidly entrenched in western, democratic views of teaching and learning. Focusing on one aspect of communicative language teaching, the function of L1 and L2 for promoting communica…
Agents, Agency, and Teacher Education
Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders
Integrating social activity theory and critical discourse analysis: A multilayered methodological model for examining knowledge mediation in mentoring
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity
This study investigated teachers’ reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers’ orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli …
Taking a stance through visual texts: Novice teachers as educational agents
Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted…
Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice
Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice" (as identified in subsequent studies). Recent work has revealed the intricacies and complexities ent…
Different But Similar: Student Teachers' Perspectives on the Use of L1 in Arab and Jewish EFL Classroom Settings
The complex cultural mosaic of EFL teaching and teacher education in Israel calls for the need to explore how different ethnic and cultural backgrounds shape prospective EFL teachers' perspectives about their roles and practices as communicative teachers; an approach solidly entrenched in western, democratic views of teaching and learning. Focusing on one aspect of communicative language teaching, the function of L1 and L2 for promoting communica…
The expressed and the realized: Mentors’ representations of a mentoring conversation and its realization in practice
Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice
Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice" (as identified in subsequent studies). Recent work has revealed the intricacies and complexities ent…
When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse
Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies
Cycles of Action through Systems of Activity: Examining an Action Research Model through the Lens of Activity Theory
In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood in the wider context of interrelations between activity systems, as offered through the lens of acti…
Taking a stance through visual texts: Novice teachers as educational agents
Drawing on qualitative methodologies that integrate verbal and non-verbal texts, this study investigated novice teachers’ attributions of their experiences of internship, as conveyed through a visual text. Novices were invited to design a visual text that represented their experience during internship, as part of a national call entitled ‘Novices in Poster.’ The posters submitted yielded the publication of 127 published posters, which constituted…
Mediation in mentoring: A synthesis of studies in Teaching and Teacher Education
Integrating social activity theory and critical discourse analysis: A multilayered methodological model for examining knowledge mediation in mentoring
This study suggests an integrative qualitative methodological framework for capturing complexity in mentoring activity. Specifically, the model examines how historical developments of a discipline direct mentors’ mediation of professional knowledge through the language that they use. The model integrates social activity theory and a framework of critical discourse analysis to guide the data collection, analysis and interpretation processes. Drawi…
Context Matters: Contextual Factors Informing Mentoring in Art Initial Teacher Education
This article explores the contextual factors that shape mentoring practice in Art Initial Teacher Education. Based on in-depth interviews, nonparticipant observations and stimulated recall interviews with participants, we examine how various factors related to the context of mentors' work influence their approaches to subject matter mentoring. Adopting a discursive stance to mentoring, we use critical discourse analysis to expose connections betw…
Educating Teacher Educators: International Perspectives
The people who prepare teachers – teacher educators – are often explicitly or implicitly held accountable for teacher quality and are frequently blamed when school students do not meet national or international expectations. Despite high expectations, historically there has been little attention to the education of teacher educators or to local and larger policies that would support the development of teacher educators who are prepared to meet th…
Drop-outs, transformed professionals or change makers: Prospective teachers’ beliefs acting as filters, frames and guides in pre-service education
Situated in the context of English as a foreign language (EFL) pre-service teacher education in Israel, the study surfaces connections between student teachers’ (STs) evolving beliefs about teachers and teaching, their experiences during teacher education and career intentions. Findings distinguish between three distinct student teacher profiles as related to belief change and its influence on dispositions to learning and aspired career trajector…
The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period
This study investigates the role EFL teachers attribute to their linguistic and cultural repertoire in the professional learning process during induction. The study draws on the understanding that teacher learning occurs at the interplay between teachers’ language and cultural background and teachers’ experiences within the sociocultural context of their workplace. Thirty novice bilingual and multilingual EFL teachers teaching in Hebrew- and Arab…
Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: Implications for teacher education
As part of a larger mixed-method study on teacher evaluation, this paper explores how cultural and socio-political contexts of the Israeli Arab public schools inform principals’ high-stakes evaluation processes for attaining tenure. Concepts from micropolitical theory were used to analyse data from in-depth semi-structured interviews with twenty novice teachers and twenty principals. Findings from the qualitative data suggest that power relations…
Teacher Mentoring in Service of Preservice Teachers' Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform
Preservice teacher education programs worldwide are increasingly becoming field based with student teaching as the capstone experience for preservice teacher learning in the program. Consequently, mentor teachers at field-placement program schools are bestowed with new and unique functions to support preservice teachers' learning to teach, which calls for new conceptualizations of teacher mentoring approaches. This article critically examines the…
What's in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education
Teaching culture in the EFL classroom as informed by teachers’ approaches to student diversity
This study investigated teachers’ reported practices of teaching culture in English as a Foreign Language (EFL) classrooms from the perspective of their approaches to student diversity. Specifically, it examined the relationship between teachers’ orientations towards the cultural elements integrated in curriculum materials and their approaches to teaching cultural content in the context of linguistic, cultural, and religious diversity of Israeli …
Agents, Agency, and Teacher Education
Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective
Employing literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in which text, task, and image combine in a learning activity. Through the application of the proposed framework, we explored cultural representations found …
A “life of optimism” in curriculum, teaching, and teacher education: The legacy of Miriam Ben-Peretz
In 2020, Miriam Ben-Peretz, the Israel Scholar of 2006 and a member of the U.S. National Academy (in addition to being a recipient of Israel’s EMET Prize for Research in Education and an American Educational Research Association Fellow) passed away. Ben-Peretz, whose life patterned Israel’s contested history (including its wars), was equally well known worldwide and at home. This intellectual biography captures her career trajectory, her abridged…
Lost in Translation in the Study of Mentoring 17 Years Later
In this article I describe and reflect on my evolving undestandings of the study of mentoring since the publication of the 2005 article in the Journal of Teacher Education. My reflective journey suggests stressing two assertions to the study of mentoring. One, that there is a need to develop a more multidimensional and integrated conception of mentoring which draws on integrated models of mentoring and focuses on mentor-mentee/s dyadic and collab…
Reprint: Lost in Translation: Mentors Learning to Participate in Competing Discourses of Practice
Situated in the context of Israeli in-service education, this article explores the development of the author's understanding of the process of learning to mentor from the acquisition of communicative competencies (as identified in an initial study), toward a more discursive view of the process as "participation in competing discourses of practice" (as identified in subsequent studies). Recent work has revealed the intricacies and complexities ent…
Refraining from culture-related discussions in English as a foreign language classrooms: Lessons from negative cases
Introduction This study examined the factors that determined English as a Foreign Language (EFL) teacher decisions to refrain extending the use of culture-related classroom discussions. Specifically, we focused on the episodes in which teachers decided against holding specific culture-related discussions, to better understand the reasons for limited inclusion of diverse cultural content. Methods In our examination of the data, we opted for the Th…
Leading Teacher Education: Navigating the Tension Between Past and the Future
Same words, different meanings: Examining curriculum making from the perspective of language teachers’ epistemic beliefs
Introduction Given the predominant psycholinguistic approach to language education, little is known about the epistemic beliefs of language teachers and how they shape the enactment of reformed language curricula. These beliefs are mostly researched in science education but less in language education. To fill this gap, we investigated the epistemic beliefs of Arabic-speaking teachers of English in Israel and how they converge with or diverge from…
Pedagogy (24 works) · Psychology (23 works) · Sociology (19 works) · Teacher Education and Leadership Studies (17 works) · Computer Science (12 works) · Reflective Practices in Education (12 works) · Mathematics education (11 works) · Teacher education (8 works) · Collaborative Teaching and Inclusion (7 works) · Context (archaeology (7 works)