Orland-Barak, L. (2023). Mentoring “in the time of cholera”: Perspectives, promises and challenges in the preparation of mentors for diversity in the new digital teacher learning space. In R.J. Tierney, F. Rizvi, K. Erkican (Eds.) International Encyclopedia of Education, vol. 5. Elsevier, pp. 729–739. https://dx.doi.org/10.1016/B978-0-12-818630-5.04074-4.

Nasseraldeen, H., Goldberg, T., & Orland-Barak L. (2021). Workplace learning and the practice of agency in the first two years of teaching: The case of Arab novices in Israel. In J. Mena, A. Clark (Eds.), Teacher induction and mentoring. Palgrave studies on leadership and learning in teacher education. Palgrave Macmillan, Cham.

Orland-Barak, L., Lavrenteva, E. (2019). “Global orientations, local challenges, and promises in initial teacher education”. In J. Lampert (Ed.), Oxford research encyclopedia of education. New York: Oxford University Press.

Kizel, A., Orland-Barak, L. (2019). From traditional to dialogical-reflective teacher training: The case of teacher education in Israel. In J. W. Fraser &L. Lefty (Eds.), Teaching the world's teachers: A history, 1970-2017. Baltimore:  Johns Hopkins University Press.

Orland-Barak, L., & Mazor, E. (2019). Beyond the observed in cross-cultural mentoring conversations. In J. Mena, A.G. Vacarel, F.G Penalvo (Eds.), Teachers’ professional development in global contexts. Leiden, The Netherlands: Brill | Sense.

Orland-Barak, L. (2019). Discussion: Teacher learning in community: Premises, promises and challenges. In Y. B. Kolikant, D. Martinivic, M. Milner- Bolotin (Eds.), STEM teachers and teaching in the era of change: Professional expectations and advancement in 21st century schools. Springer Nature Switzerland AG. 

Orland-Barak, L. (2019). Introduction to part 4: The Israeli context. In K. Smith, M. Ulvik & I, Helleve (Eds.), Lessons learned from novice teachers: The Israeli perspective. Leiden/Boston: Brill Sense.

Orland-Barak, L. (2017). Instruction and mentoring in teacher education. In A. Kasher (Ed.), Hebrew encyclopedia. Jerusalem: Shoken Publishing [In Hebrew].   

Orland-Barak, L. (2017). Introductory chapter III: Teacher agency. In D. J. Clandinin, & J. Husu (Eds.), International handbook of research on teacher education. Sage Publishers.

Craig, C. & Orland-Barak, L. (2015). International teacher education part B: Promising pedagogies introduction. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22B, 1-5.

Orland-Barak, L. & Craig, C. (2015). International teacher education part B: promising pedagogies concluding chapter. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22B, 439-451.

Orland-Barak, L. & Craig, C.  (2015). International teacher education part C: Promising pedagogies foreword. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22C, pp. 1-10.

Craig, C. & Orland-Barak, L. (2015). International teacher education part C: Promising pedagogies concluding chapter. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22C, 365-377.

Craig, C. & Orland-Barak, L. (2015). International teacher education part A, B & C: Promising pedagogies series concluding chapter. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22C, 379-387.

Craig, C. & Orland-Barak, 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. 176-187). New York: Routledge.  

Orland-Barak, L. & Craig, C. (2014). International teacher education part A: promising pedagogies introduction. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22A, pp. 1 – 11. 

Craig, C. & Orland-Barak, L. (2014). International teacher education part A: Promising pedagogies concluding chapter. In C. Craig & L. Orland-Barak (Eds.), Advances in research on teaching, Volume 22A, 447-462. 

Orland-Barak, 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. 116-133). Cambridge: Cambridge University Press.

Elbaz-Luwisch, F., & Orland-Barak, 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.

Orland-Barak, 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).

Orland-Barak, L. (2009). Constructing practice through conversation in professional learning groups. In C.J. Craig & L. Deretchin (Eds.), Teacher education yearbook XVII (pp.23-40). American Association of Teacher Education, University of Houston.

Keiny, S. & Orland-Barak, L. (2009). Action research for reform In teacher education: The case of Israel. In B. Somech & S. Nofke (Eds.), Handbook of educational action research (pp.166-178). SAGE. (Equal contribution, names by alphabetical order).

Orland-Barak, 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.43-67). Universite de Sherbrooke: Canada. (Published in French, English and Spanish).

Orland-Barak, L. (2007) . Teachers learning communities: A socio-cultural perspective. In M. Zellermayer, E. Munthe, M. Gorodesky, F. Rust O’Connell & L. Orland-Barak (Eds.), Teachers learning in communities (pp.139-145). Sense Publications.

Orland-Barak, L. (2003). In between worlds: The tensions of in-service mentoring in Israel. In F. Kochan & D. Pascarelli (Eds.), Global perspectives on mentoring (pp. 191-211). Connecticut: Information Publishing Age.

Rust, F., Orland-Barak, L. (2000). Learning the discourse  of teaching:  Conversation as professional development. In C.M. Clark (Ed.), Talking shop: authentic conversation and teacher learning (pp. 82-118). NY: Teachers College Press.

Orland, L. (1993). How we teach and why: The implementation of an action research model for in-service training. In J. Edge, & K. Richards (Eds.), Teachers develop teachers research (pp.65-75). England: Heinemann.