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This book presents the scholarship of Miriam Ben-Peretz, a pioneering female professor and university leader who held the highest academic honors in Israel and was an American Educational Research Fellow and a member of the National Academy of Education in the United States. With opening comments by F. Michael Connelly and an Afterword by Lee Shulman, the volume shows how Miriam Ben-Peretz continued in the academic footsteps of her advisor, Seymour Fox (Hebrew University), and his advisor, Joseph J. Schwab (University of Chicago), who also supervised Connelly and Shulman.
Some book chapters reflect the influence of Miriam Ben-Peretzâs academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.
Some book chapters reflect the influence of Miriam Ben-Peretzâs academic lineage; some others, instead, feature her signature research; and the final chapters capture her advocacy work with the MOFET Institute, a consortium of Israeli colleges of education created by the Ministry of Education that focuses on research, curriculum, and program development for teacher educators.
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.
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
1 Looking Back with Hope: Remembering Dr. Miriam Ben-Peretz
âLily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig
2 Miriam Ben-Peretz: Window on a Scholarâs Soul
âF. Michael Connelly
3 Eros and Education: Miriam Ben-Peretzâs Favorite Work
âCheryl J. Craig
4 Time: The Fifth Commonplace in Curricular Deliberations
âMiriam Ben-Peretz
5 The Concept of Curriculum Potential
âMiriam Ben-Peretz
6 The Impossible Role of Teacher Educators in a Changing World
âMiriam Ben-Peretz
7 Thirty Years of School Based Curriculum Development: A Case Study
âMiriam Ben-Peretz and Ben Zion Dor
8 Retired Teachers Reflect on Learning with Experience
âMiriam Ben-Peretz
9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?
âMiriam Ben-Peretz
10 Educators of Educators: Their Goals, Perceptions and Practices
âMiriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah Shimoni
11 Tensions and Paradoxes in Teaching: Implications for Teacher Education
âMiriam Ben-Peretz and Maria Assunção Flores
12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab
âMiriam Ben-Peretz and Cheryl J. Craig
13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretzâs Work at the MOFET Institute
âAinat Guberman
14 My Journey in the Curriculum Field: Looking Back with Hope
âMiriam Ben-Peretz
Afterword: Golden Moments: Memories of Miriam Ben-Peretz
âLee Shulman
Index
Notes on Contributors
PART 1: Introduction
1 Looking Back with Hope: Remembering Dr. Miriam Ben-Peretz
âLily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig
2 Miriam Ben-Peretz: Window on a Scholarâs Soul
âF. Michael Connelly
3 Eros and Education: Miriam Ben-Peretzâs Favorite Work
âCheryl J. Craig
PART 2: Miriam Ben-Peretzâs Schwab-Influenced Works
4 Time: The Fifth Commonplace in Curricular Deliberations
âMiriam Ben-Peretz
5 The Concept of Curriculum Potential
âMiriam Ben-Peretz
6 The Impossible Role of Teacher Educators in a Changing World
âMiriam Ben-Peretz
PART 3: Signature Works
7 Thirty Years of School Based Curriculum Development: A Case Study
âMiriam Ben-Peretz and Ben Zion Dor
8 Retired Teachers Reflect on Learning with Experience
âMiriam Ben-Peretz
9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?
âMiriam Ben-Peretz
PART 4: National and International Collaborations
SECTION 1: National Collaboration
10 Educators of Educators: Their Goals, Perceptions and Practices
âMiriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah Shimoni
SECTION 2: International Collaborations
11 Tensions and Paradoxes in Teaching: Implications for Teacher Education
âMiriam Ben-Peretz and Maria Assunção Flores
12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. Schwab
âMiriam Ben-Peretz and Cheryl J. Craig
PART 5: Conclusion
13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretzâs Work at the MOFET Institute
âAinat Guberman
14 My Journey in the Curriculum Field: Looking Back with Hope
âMiriam Ben-Peretz
Afterword: Golden Moments: Memories of Miriam Ben-Peretz
âLee Shulman
Index
This book will be of interest to scholars in the field of education, feminist studies, and especially to ISATT members.