Frei-Landau, R., Orland-Barak, L., & Muchnick-Rozonov, Y. (2022). What's in it for the observer? Mimetic aspects of learning through observation in simulation-based learning in teacher education. Teaching and Teacher Education, 113, 103682 

 Pavelsky, T., Goldberg, T., & Orland-Barak, L. (2022). Looking at the half-full glass: Learning from success stories of novice teachers’ development and integration. DAPIM- Journal for Studies and Research in Education, 76, 229-255. 

Orland-Barak, L., & Wang, J. (2021). Teacher mentoring in service of preservice teachers’ learning to teach: Conceptual bases, characteristics, and challenges for teacher education reform. Journal of Teacher Education, 72(1), 86-99.

Abu Rahmoun, N., Goldberg, T., & Orland-Barak, L. (2021). Teacher evaluation policy in Arab-Israeli schools through the lens of micropolitics: Implications for teacher education. European Journal of Teacher Education, 44(3), 348-364. 

Orland-Barak, L. (2021). "Breaking good": Mentoring for teacher induction at the workplace. Professorado, 25(2), 27-51. 

Haim, O., Orland-Barak, L., & Goldberg, T. (2020). The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period. International Journal of Multilingualism.
DOI: 10.1080/14790718.2020.1715412.

Cochran-Smith, M., Grudnoff, L., Orland-Barak, L., & Smith, K. (2020). Educating Teacher Educators: International Perspectives. The New Educator, 16(1), 5-24.‏

Lavrenteva, E. & Orland-Barak, L. (2020). Teaching Culture in the EFL classroom as informed by teachers’ approaches to student diversity. Research Papers in Education, DOI: 10.1080/02671522.2020.1864763. 

Ben-Harush, A., & Orland-Barak, L. (2019). Triadic mentoring in early childhood teacher education: The role of relational agency. International Journal of Mentoring and Coaching in Education, 8(3), 182-196.‏

Becher, A. & Orland-Barak, L. (2018). Context matters: Contextual factors informing teacher mentoring in art initial teacher education. Journal of Teacher Education, 69(5), 477-492

Rachamim, M. & Orland-Barak, L. (2018). When style meets pattern in mentoring talk: Implications for student teacher community learning environments in practice teaching. Cambridge Journal of Education, 48 (5), 657-675.

Lavrenteva, E. & Orland-Barak, L. (2018). Drop-outs, transformed professionals or change makers: Prospective teachers’ beliefs acting as filters, frames and guides in pre-service education. Research Papers in Education,
DOI: 10.1080/02671522.2018.1524926. 

Yinon, H. & Orland-Barak, L. (2017). Career stories of Israeli teachers who left teaching: A salutogenic view of teacher attrition. Teachers and Teaching: Theory and Practice, 23(8), 914-927.

Orland-Barak, L. (2016). Doing, Becoming and Being a teacher: Connections, controversies and disconnections. Teachers and Teaching: Theory and Practice, 22(1), 1-5. 

Rachamim, M. & Orland-Barak, L. (2016). Constructing meaning in a community of learners: The ‘star’ pattern of talk. Oxford Review of Education, 42(4), 475-490.

Orland-Barak, L. & Maskit, D. (2015). University-School partnerships: Student teachers' evaluations across nine partnerships in Israel. Journal of Education for Teaching, 41(3), 285-306.

Becher, A. & Orland-Barak 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), 498-519.

Lavrenteva, E. & Orland-Barak, L. (2015). The treatment of culture in the foreign language curriculum: An analysis of national curriculum documents. Journal of Curriculum Studies, 47(5), 653-684. 

Orland-Barak, L. (2014). Mediation in mentoring: A synthesis of studies in teaching and teacher education. Teaching and Teacher Education, 44, 180-188. 

Orland-Barak, L. (2014). Mind the gap: Teacher learning, teacher development and teacher inquiry. Teachers and Teaching: Theory and Practice, 20(6), 667-671.

Orland-Barak, L., Khir, R. & Becher, A. (2013) Mentoring in a context of political friction: Moral dilemmas of mentors and their management in practice. Mentoring and Tutoring: Partnership in Learning, 21(1), 76-95. 

Orland-Barak, L.& Maskit, D. (2013). Taking a stance through visual texts: Novice teachers as educational agents. International Journal of Qualitative Studies in Education, 27(3), 330-348.

Orland-Barak, L. & Becher, A. (2011). Cycles of action and systems of activity: Complementary lenses for interpreting professional learning. Mind, Culture and Activity. 18, 115–128.

Orland-Barak, 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. 

Orland-Barak, L. & Hasin, R. (2010). Exemplary mentors' perspectives towards mentoring across mentoring contexts: Lessons from collective case studies. Teaching and Teacher Education, 26, 427-437.

Shapira, O. & Orland-Barak, L. (2010). The Multifaceted character of ethical dilemmas in teaching: The Israeli case. Educational Practice and Theory, 31(2), 27-46.

Orland-Barak, L. (2009). Unpacking variety in practitioner inquiry on teaching and teacher education. Educational Action Research, 17(1), 111-119.

Orland-Barak, L. & Leshem, S. (2009). Observation in learning to teach: Forms of "Seeing". Teacher Education Quarterly, 36(3), 21-37.

Orland-Barak, L. & Rachamim, M. (2009). Simultaneous reflections by video in a second-order action research mentoring model: Lessons for the mentor and the mentee. Reflective Practice, 10(5), 601-613.  

Tillema, H., Orland-Barak, L. & Marcos, J.J. (2008). Articulating choice and deliberation in conducting research-researchers working in the interpretive zone.  Ethnography and Education, 3(1), 49-62. 

Orland-Barak, L. & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23, 957-969.

Orland-Barak, L. & Tillema, H. (2007). Researchers' construction of knowledge from studying professional conversation groups. Educational Forum, 71(4), 361-372.

Orland-Barak, 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, 12(1), 1 – 12.

Orland-Barak, L. (2006). Convergent, divergent and parallel dialogues in mentors' professional  conversations. Teachers and Teaching: Theory and Practice, 12(1), 13-33. 

Tillema, H., & Orland-Barak, L. (2006). Constructing knowledge in professional conversations: The role of beliefs on knowledge and knowing. Learning & Instruction, 16(6), 1-17. 

Orland-Barak, L. & Klein, S. (2005). The expressed and the realized: Mentors' representations of a mentoring conversation and its realization in practice. Teaching and Teacher Education, 21(4), 379-402.

Orland-Barak, L. (2005) . Portfolios as evidence of mentors’ learning: What remains ‘untold’. Educational Research, 47(1), 25-44.

Orland-Barak, L. (2005). Cracks in the Iceberg: Surfacing the tensions of constructivist pedagogy in the context of mentoring. Teachers and Teaching: Theory and Practice, 11(3), 293-313.

Orland-Barak, L. & Yinon, H. (2005). Same but Different: Jewish and Arab student teachers' reflections on the use of L1 in Teaching English as a Foreign Language. Language, Culture and Curriculum, 18(1), 91-114.

Orland-Barak, L. & Wilhelem, D. (2005). Novices in clinical practice settings: Student nurses stories of learning the practice of nursing. Nurse Education Today, 25(6), 455-464.

Orland-Barak, 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), 557-579.  

Orland-Barak, L. (2005). Lost on Translation: Mentors learning participate in competing discourses of practice. Journal of Teacher Education, 56(4), 355-367.

Orland-Barak, 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, 12 (1), 33-59.

Orland-Barak , L., Kemp, J. Ben-Or, 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), 321-339.

Orland-Barak, L. (2003). Emergency Room (ER) stories: Mentors at the intersection between the moral and the pedagogical. Journal of In-Service Education, 29 (3), 489-512 .

Orland-Barak , L. (2002). What’s in a case? What mentors’ cases reveal about the Practice of Mentoring. Journal of Curriculum Studies, 34(4), 451-468.

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), 99-122.

Orland -Barak , L. (2002). Theoretical Sensitivity: Unpacking a complex construct. Reflective Practice. 3(3), 264-278.

Orland  L. (2001). Reading a mentoring situation: One aspect of learning to mentor. Teaching and Teacher Education, 17(1), 75-88.

Orland-Barak, L. (2001). Learning to mentor as learning a second language of teaching. Cambridge Journal of Education, 31(1), 53-68.

Orland  L. (2000).  What’s in a Line ? Exploration of a research and reflection tool. Teachers and Teaching: Theory and Practice ,6(2), 197-213.

Orland  L. (2000). Novice teachers as learners: Exploring pedagogical stories. Curriculum and Teaching, 15(1), 53-63.