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 PublicationsNotes on ContributorsPART 1: Introduction1 Looking Back with Hope: Remembering Dr. Miriam Ben-PeretzLily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig2 Miriam Ben-Peretz: Window on a Scholar’s SoulF. Michael Connelly3 Eros and Education: Miriam Ben-Peretz’s Favorite WorkCheryl J. CraigPART 2: Miriam Ben-Peretz’s Schwab-Influenced Works4 Time: The Fifth Commonplace in Curricular DeliberationsMiriam Ben-Peretz5 The Concept of Curriculum PotentialMiriam Ben-Peretz6 The Impossible Role of Teacher Educators in a Changing WorldMiriam Ben-PeretzPART 3: Signature Works7 Thirty Years of School Based Curriculum Development: A Case StudyMiriam Ben-Peretz and Ben Zion Dor8 Retired Teachers Reflect on Learning with ExperienceMiriam Ben-Peretz9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?Miriam Ben-PeretzPART 4: National and International CollaborationsSECTION 1: National Collaboration10 Educators of Educators: Their Goals, Perceptions and PracticesMiriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah ShimoniSECTION 2: International Collaborations11 Tensions and Paradoxes in Teaching: Implications for Teacher EducationMiriam Ben-Peretz and Maria Assunção Flores12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. SchwabMiriam Ben-Peretz and Cheryl J. CraigPART 5: Conclusion13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretz’s Work at the MOFET InstituteAinat Guberman14 My Journey in the Curriculum Field: Looking Back with HopeMiriam Ben-PeretzAfterword: Golden Moments: Memories of Miriam Ben-PeretzLee ShulmanIndex

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 PublicationsNotes on ContributorsPART 1: Introduction1 Looking Back with Hope: Remembering Dr. Miriam Ben-PeretzLily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig2 Miriam Ben-Peretz: Window on a Scholar’s SoulF. Michael Connelly3 Eros and Education: Miriam Ben-Peretz’s Favorite WorkCheryl J. CraigPART 2: Miriam Ben-Peretz’s Schwab-Influenced Works4 Time: The Fifth Commonplace in Curricular DeliberationsMiriam Ben-Peretz5 The Concept of Curriculum PotentialMiriam Ben-Peretz6 The Impossible Role of Teacher Educators in a Changing WorldMiriam Ben-PeretzPART 3: Signature Works7 Thirty Years of School Based Curriculum Development: A Case StudyMiriam Ben-Peretz and Ben Zion Dor8 Retired Teachers Reflect on Learning with ExperienceMiriam Ben-Peretz9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?Miriam Ben-PeretzPART 4: National and International CollaborationsSECTION 1: National Collaboration10 Educators of Educators: Their Goals, Perceptions and PracticesMiriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah ShimoniSECTION 2: International Collaborations11 Tensions and Paradoxes in Teaching: Implications for Teacher EducationMiriam Ben-Peretz and Maria Assunção Flores12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. SchwabMiriam Ben-Peretz and Cheryl J. CraigPART 5: Conclusion13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretz’s Work at the MOFET InstituteAinat Guberman14 My Journey in the Curriculum Field: Looking Back with HopeMiriam Ben-PeretzAfterword: Golden Moments: Memories of Miriam Ben-PeretzLee ShulmanIndex

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 PublicationsNotes on ContributorsPART 1: Introduction1 Looking Back with Hope: Remembering Dr. Miriam Ben-PeretzLily Orland-Barak, Maria Assunção Flores and Cheryl J. Craig2 Miriam Ben-Peretz: Window on a Scholar’s SoulF. Michael Connelly3 Eros and Education: Miriam Ben-Peretz’s Favorite WorkCheryl J. CraigPART 2: Miriam Ben-Peretz’s Schwab-Influenced Works4 Time: The Fifth Commonplace in Curricular DeliberationsMiriam Ben-Peretz5 The Concept of Curriculum PotentialMiriam Ben-Peretz6 The Impossible Role of Teacher Educators in a Changing WorldMiriam Ben-PeretzPART 3: Signature Works7 Thirty Years of School Based Curriculum Development: A Case StudyMiriam Ben-Peretz and Ben Zion Dor8 Retired Teachers Reflect on Learning with ExperienceMiriam Ben-Peretz9 Teacher Knowledge: What Is It? How Do We Uncover It? What Are Its Implications for Schooling?Miriam Ben-PeretzPART 4: National and International CollaborationsSECTION 1: National Collaboration10 Educators of Educators: Their Goals, Perceptions and PracticesMiriam Ben-Peretz, M., Sara Kleeman, Rivka Reichenberg and Sarah ShimoniSECTION 2: International Collaborations11 Tensions and Paradoxes in Teaching: Implications for Teacher EducationMiriam Ben-Peretz and Maria Assunção Flores12 Intergenerational Impact of a Curriculum Enigma: The Scholarly Legacy of Joseph J. SchwabMiriam Ben-Peretz and Cheryl J. CraigPART 5: Conclusion13 Developing Theory, Practice and Policymaking in Teacher Education: Ben-Peretz’s Work at the MOFET InstituteAinat Guberman14 My Journey in the Curriculum Field: Looking Back with HopeMiriam Ben-PeretzAfterword: Golden Moments: Memories of Miriam Ben-PeretzLee ShulmanIndex