This study aimed to develop an Interactive Model of Science Literacy based on Chinese children's folktales, using dialogic reading techniques with Chinese primary school preschool students. A Design and Development Research (DDR) methodology was employed, with data analysis using a combination of quantitative methods and the Fuzzy Delphi technique. A questionnaire, referencing Tyler's model, was administered to 12 experts to gather consensus on six key elements: teaching methods, science literacy, dialogic reading, folklore, theory, and student assessment. The Fuzzy Delphi method, using a 7-point Likert scale, determined the model's viability. Findings indicate that the Interactive Model of Science Literacy, grounded in Chinese folktales and dialogic reading, is effective and can be used to enhance science literacy among young learners.

Paraprofessionals remain a rich resource for our children and our school communities. Teacher education programs that have sought to provide pathways to teaching certification for paraprofessionals recognize this. Over the last 25 years, research has shown well-documented models for programs and strategies that support candidates in these programs, as well as the obstacles and challenges those programs and participants face. This article presents a descriptive case study of the first three years of a para-to-teacher program, across three cohorts of participants at a small liberal arts institution. Implications for best practices tied to collaborative leadership, relational approaches, and collaborative program evaluation are discussed.

Colleges of education are often considered the least internationalized units on university campuses. To assess the accuracy of this statement, a research team from the American Association of Colleges for Teacher Education distributed a survey to U.S. teacher education programs inviting them to reflect on their campus's efforts to internationalize. In this article, the authors report on the state of internationalization of these teacher education programs, compared with results from a 2017 survey. The authors consider ideas for how to further internationalize in ways that are culturally and institutionally sustainable. This paper concludes by providing guidance for leading reflective discussions, advocating for internationalization from a cosmopolitan and cooperative stance, and increasing opportunities for internationalization in teacher education.

This article discusses how to teach the science of climate change as a call for introducing critical thinking in science teacher education programs and professional development. It can be argued that to get a science student to develop his/her critical thinking skills to think outside the box, teachers must work to overcome the student's and their own dogmatic beliefs, hardened biases, and motivated and/or distorted reasoning. The article shows how teacher education programs and professional development providers should change their methods and strategies by providing a framework to overcome the key elements of the problem of teaching the science of climate change, and by providing some high-quality resources to teach this topic with practical ideas made available for teachers at all levels.

The outcomes of a collaborative whole-school model of professional development on teachers' learning to enact an inclusive education initiative, in a mainstream post-primary school explores the outcomes of whole school collaborative professional development on teachers' learning in terms of the degree and quality of teacher change in relation to inclusive practices, in this instance specific to level two learning programmes (L2LPs) and what factors facilitated or hindered teachers' learning for enacting inclusive practices. The findings of this paper highlight the potential of facilitated PD to empower teachers to develop greater levels of knowledge, skills, and experience of inclusive practice to enable collective decision-making and enhanced planning and teaching for all learners. Though aimed at a specific programme (L2LPs), the authors believe this research has wider implications for supporting mainstream teachers build capacity in their inclusive practices generally.

Since an e-portfolio system was adapted at the authors' college, the faculty has been encouraged to use e-portfolios in various areas from professional development to instructional purposes. In this paper, they describe two cases of faculty to discuss how they became collaborative partners who support each other in conceptualizing e-portfolios as an instructional tool, designing learning activities for graduate courses, and they reflect on their own practices for enhancing teaching and learning based on the results from interviews, reflective essays, questionnaires and participation in broader learning communities, and a review of their signature e-portfolio assignments. Additionally, they argue how broader teamwork at the college level helped them as faculty to continue their efforts, often supported by the administration. In conclusion, the importance of faculty partnership as well as a continuous support system for faculty in adapting a new technology will be discussed.

Teachers' responsibility for the integration of computers constitutes a significant place in the foreign language teaching and learning processes; however, limited research found in the literature shows the need for more comprehensive studies. Therefore, this study investigates the instructors' perceptions of using computers, namely, teachers' computer knowledge, computer habits, computer attitudes, perceived self-confidence, school climate, and support in English teaching and learning at higher education institutions in Turkey. the quantitative data were collected from 210 instructors with a questionnaire consisting of a background section and a scale that has five subsections. It was concluded that while instructors had limited knowledge of specific software, their personal interests were also limited to communication and work-related tools. They mostly held positive attitudes towards computers and had self-confidence in integrating computers into the teaching process. Last, they believed their institutions had the necessary instructional and technical support and infrastructure.

This article draws on a qualitative case study of the experiences of first-year teachers in urban schools. The 16 teachers each attended the same HBCU and taught in local public schools with a high proportion of students living in poverty. The purpose of the study was to explore areas of conflict and collaboration experienced by beginning teachers that might promote change in personal views of teaching. The leading theme that emerged was that teachers expressed they struggled with classroom management and wished for more time in field experiences during their teacher education program. Implications for the preparation of preservice teachers and the mentoring of beginning teachers are described.