חוקרת ומרצה בכירה במרכז האקדמי לוינסקי-וינגייט. סוציולוגית חינוכית החוקרת הכשרת מורים בדגש על סוגיות של צדק בחינוך, חינוך גלובלי, תרבויות של תחומי דעת וקידום חשיבה רפלקטיבית באמצעות בלוגים. מלמדת מגוון קורסים בתוכניות לתואר ראשון ולתואר שני בתחומים אלה. מנחה תזות לתואר שני ומלמדת את הקורסים סוגיות בתכנון לימודים וסמינריון צדק בכיתה.
בשנים 2021-2017 כיהנה כראש המחלקה לחינוך ובשנים 2021-2019 כיהנה כממלאת מקום ראש תוכנית M.Teach לתואר שני בהוראה ולתעודת הוראה. החל משנת 2022 מכהנת כיו"ר ועדת האתיקה במחקר הפועלת במסגרת רשות המחקר בקמפוס לוינסקי.
רשימת פרסומים (מבחר):
שגיא, ר', ביברמן-שלו, ל' וגילת, י' (2021). חינוך במרחבים רב-תרבותיים: מפגשים בין-תרבויות בבית-הספר ובהכשרת מורים. רסלינג.
סבג, ק' וביברמן-שלו, ל' (2014). חינוך, חברה וצדק. פרדס.
Biberman-Shalev, L., Pinku, G., Nativ, Y., Paz, O., Hemi, A., & Enav, Y. (2021). Crisis, coping and growth: Lecturers of introductory courses in education reflect on the transition to distance teaching. In L. Biberman-Shalev, O. Broza, and D. Patkin (Eds.), Teacher Education in a Reality of a World Crisis (PP. 17-40). World Scientific.
Bar-Tal, S., & Biberman-Shalev, L. (2022). Reverberations of a previous career as reflected in personal blogs of career switchers into teaching. International Education Studies, 15(2), 172-181.
Biberman-Shalev, L., Korem, A., & Ram, D. (2022). Scaffolds in a communal blog: Possibilities for the construction of pedagogical knowledge of pre-service teachers. Teacher Education Advancement Network Journal, 14(1), 61-75.
Broza, O., Kadury-Slezak, M., Biberman-Shalev, L., & Patkin, D. (2022). Agility and flexibility: Key aspects for pedagogical mentoring in the age of COVID-19 crisis. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 13(1), 4631-4634.
Chamo, N., Biberman-Shalev, L., & Broza, O. (2023). "Nice to meet you again": When Heutagogy met Blended Learning in teacher education post-pandemic era. Education Sciences, 13(6), 536-549.
Broza, O., Biberman-Shalev, L., & Chamo, N. (2023). "Start from Scratch": Integrating computational thinking skills in teacher education program. Thinking Skills and Creativity, 28, 101-285.
Biberman-Shalev, L., Broza, O., Chamo, N., Guvrin, S., & Ettinger, K. (2023). 1 of 4: Evaluating a structural change in teacher college timetable as a post Covid-19 response. Policy Futures in Education. https://doi.org/10.1177/14782103231196282.
Biberman-Shalev, L. (2023). The effect of age, international experience, disciplinary specialization, and global knowledge on pre-service teachers' motivation to learn global education. International Journal of Educational Reform. https://doi.org/10.1177/10567879221137575
Biberman-Shalev, L., Broza, O., & Chamo, N. (2023). Contextual changes and shifts in pedagogical paradigms: Post-COVID-19 blended learning as a negotiation space in teacher education. Education Sciences, 13, 275-288.
Biberman-Shalev, L., Chamo, N., Naar, S., & Gilat, Y. (2023). ‘It is an unfair game’: The role of capital in framing the relationships between kindergarten teachers and parents. Early Child Development and Care. https://doi.org/10.1080/03004430.2023.2243052
Biberman-Shalev, L., & Bar-Tal, S. (2023). The codes of school mathematics culture as mirrored in second career mathematics interns' reflective blogs. Asia Pacific Education Review. https://doi.org/10.1007/s12564-023-09864-y
Chamo, N., Biberman-Shalev, L., & Broza, O. (accepted). Transformations in the collective-pedagogical consciousness of teachers and teacher educators, as they transition to blended learning in post-Covid Reality. Iyyunim Bechinuch. [Hebrew]
Biberman-Shalev, L., Broza, O., & Patkin, D. (Eds.) (2022). Teacher education in a reality of a world Crisis. Scientific World Press.
Biberman-Shalev, L., Pinku, G., Nativ, Y., Paz, O., Hemi, A., & Enav, Y. (2022). Crisis, coping and growth: Lecturers of introductory education courses reflect on the transition to distance teaching. In L. Biberman-Shalev, O. Broza & D. Patkin (Eds.), Teacher education in a reality of a world crisis (pp. 17-40). Scientific World Press.
Biberman-Shalev, L., & Semo. G. (2022). The Status of Humanities and STEM disciplines in a crisis period. In L. Biberman-Shalev, O. Broza & D. Patkin (Eds.), Teacher education in a reality of a world crisis (pp. 153-176). Scientific World Press.
Biberman-Shalev, L. (2022). The blog as a time capsule: Student teachers review their reflective blogs. The Educational Forum, 86(2), 170-184.
Biberman-Shalev, L. (2021). Motivational factors for learning and teaching global education. Teaching and Teacher Education, 106, 103460.
Biberman-Shalev, L., Tur, G., & Buchem, I. (2020). Culture, identity, and learning: A mediation model in the context of blogging in teacher Education. Openpraxis, 12(1), 1-15.
Biberman-Shalev, L. (2015). Facets of the disciplinary culture: Mapping the content and the pedagogy facets first. Lambert Academic Press.