Julie A. Luft is Distinguished Research Professor, Athletic Association Professor of Mathematics and Science Education, and Adjunct Professor of Biochemistry and Molecular Biology at the University of Georgia, USA. M. Gail Jones is Alumni Distinguished Graduate Professor of Science Education and Senior Research Fellow at the Friday Institute for Educational Innovation at North Carolina State University, USA.

• Section 1: Engaging in Science Teacher Education ResearchSection Editor: Julie A. Luft The Importance of Research in Science Teacher Education Sibel Erduran and Liam Guilfoyle The Contribution of Large Educational Surveys to Science Teacher Education ResearchRobert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower Qualitatively Conducting Teacher Education ResearchFelicia Moore Mensah and Jessica L. Chen Mixed Methods Research on Science Teacher EducationGayle A. Buck and Francesca A. Williamson Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education ResearchAngela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin BenavidesSection 2: Initial Science Teacher Education - Core Areas Section Editor: Sarah Carrier Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science TeachingElizabeth A. Davis and Christa Haverly Research on Secondary Science Teacher PreparationTodd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel Understanding the Role of Field Experiences in Preservice Science Teacher Preparation David Stroupe Recent Trends in Science Education Research on Mentoring Pre-Service TeachersLeslie U. Bradbury Alternative Pathways to Science Teaching: Approaches and ImpactsElizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori, Christine Ure, and Christel BalckSection 3: Initial Teacher Preparation – Situated AspectsSection Editor: David F. Jackson Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future DirectionsHernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez Partnerships in K-12 Preservice Science Teacher EducationAndrew Gilbert and Linda Hobbs The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes Discursive Practices in Initial Science Teacher EducationMercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto The Role of Emerging Technologies in Science Teacher Preparation Gina Childers and Rebecca Hite Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International PerspectivesCheng Liu, Wenyuan Yang, and Enshan LiuSection 4: Science Teacher Continuing Professional Development Section Editor: Lauren Madden The Learning Opportunities of Newly Hired Teachers of ScienceShannon L. Navy, Julie A. Luft, and Audrey Msimanga Science Teacher Leadership: The Current Landscape and Paths Forward Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin Professional Development of Science Teachers for Inquiry InstructionUmesh Ramnarain, Daniel Capps, and Ying-Shao Hsu A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science TeachersJulie C. Brown, Rose M. Cringle, and Nihat Kotluk Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning Ron Blonder and Vicki Vescio Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) PerspectiveSeng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai Section 5: Science Teacher Education -Central TenetsSection Editor: Soonhye Park Science Teacher Professional Knowledge and Its Relationship to High-Quality Science InstructionVanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan Indigenous Knowledge in Science Education: Implications for Teacher EducationJosef de Beer, Neal Petersen, and Meshach Ogunniyi Action research: A Promising Strategy for Science Teacher EducationAllan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch, and Mehmet Fatih Taşar Including All Learners through Science Teacher EducationMichele Hollingsworth Koomen, Sami Kahn, and Teresa Shume The Role of Teacher Education in Teaching Science to Emergent Bilingual LearnersEdward G. Lyon and Sara Tolbert Educative Curriculum Materials and Their Role in the Learning of Science TeachersMelina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio DuqueSection 6: Science Teacher Education – Emerging AreasSection Editor: Rachel Mamlok-Naaman Learning to Teach Controversial TopicsMichael J. Reiss Professional Identity as a Framework for Science Teacher Education and Professional DevelopmentDana Vedder-Weiss Emotion and Science Teacher EducationAlberto Bellocchi and Arnau Amat Learning to Teach Science from a Contextualized StanceMichael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet, and Talal Alajmi Learning in and Through Researcher-Teacher CollaborationCarrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel Integrated STEM Teacher Education: An Opportunity for Promoting Equity Erin E. Peters-Burton and Kelly L. Knight

Julie A. Luft is Distinguished Research Professor, Athletic Association Professor of Mathematics and Science Education, and Adjunct Professor of Biochemistry and Molecular Biology at the University of Georgia, USA. M. Gail Jones is Alumni Distinguished Graduate Professor of Science Education and Senior Research Fellow at the Friday Institute for Educational Innovation at North Carolina State University, USA.

• Section 1: Engaging in Science Teacher Education ResearchSection Editor: Julie A. Luft The Importance of Research in Science Teacher Education Sibel Erduran and Liam Guilfoyle The Contribution of Large Educational Surveys to Science Teacher Education ResearchRobert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower Qualitatively Conducting Teacher Education ResearchFelicia Moore Mensah and Jessica L. Chen Mixed Methods Research on Science Teacher EducationGayle A. Buck and Francesca A. Williamson Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education ResearchAngela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin BenavidesSection 2: Initial Science Teacher Education - Core Areas Section Editor: Sarah Carrier Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science TeachingElizabeth A. Davis and Christa Haverly Research on Secondary Science Teacher PreparationTodd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel Understanding the Role of Field Experiences in Preservice Science Teacher Preparation David Stroupe Recent Trends in Science Education Research on Mentoring Pre-Service TeachersLeslie U. Bradbury Alternative Pathways to Science Teaching: Approaches and ImpactsElizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori, Christine Ure, and Christel BalckSection 3: Initial Teacher Preparation – Situated AspectsSection Editor: David F. Jackson Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future DirectionsHernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez Partnerships in K-12 Preservice Science Teacher EducationAndrew Gilbert and Linda Hobbs The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes Discursive Practices in Initial Science Teacher EducationMercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto The Role of Emerging Technologies in Science Teacher Preparation Gina Childers and Rebecca Hite Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International PerspectivesCheng Liu, Wenyuan Yang, and Enshan LiuSection 4: Science Teacher Continuing Professional Development Section Editor: Lauren Madden The Learning Opportunities of Newly Hired Teachers of ScienceShannon L. Navy, Julie A. Luft, and Audrey Msimanga Science Teacher Leadership: The Current Landscape and Paths Forward Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin Professional Development of Science Teachers for Inquiry InstructionUmesh Ramnarain, Daniel Capps, and Ying-Shao Hsu A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science TeachersJulie C. Brown, Rose M. Cringle, and Nihat Kotluk Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning Ron Blonder and Vicki Vescio Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) PerspectiveSeng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai Section 5: Science Teacher Education -Central TenetsSection Editor: Soonhye Park Science Teacher Professional Knowledge and Its Relationship to High-Quality Science InstructionVanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan Indigenous Knowledge in Science Education: Implications for Teacher EducationJosef de Beer, Neal Petersen, and Meshach Ogunniyi Action research: A Promising Strategy for Science Teacher EducationAllan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch, and Mehmet Fatih Taşar Including All Learners through Science Teacher EducationMichele Hollingsworth Koomen, Sami Kahn, and Teresa Shume The Role of Teacher Education in Teaching Science to Emergent Bilingual LearnersEdward G. Lyon and Sara Tolbert Educative Curriculum Materials and Their Role in the Learning of Science TeachersMelina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio DuqueSection 6: Science Teacher Education – Emerging AreasSection Editor: Rachel Mamlok-Naaman Learning to Teach Controversial TopicsMichael J. Reiss Professional Identity as a Framework for Science Teacher Education and Professional DevelopmentDana Vedder-Weiss Emotion and Science Teacher EducationAlberto Bellocchi and Arnau Amat Learning to Teach Science from a Contextualized StanceMichael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet, and Talal Alajmi Learning in and Through Researcher-Teacher CollaborationCarrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel Integrated STEM Teacher Education: An Opportunity for Promoting Equity Erin E. Peters-Burton and Kelly L. Knight

Julie A. Luft is Distinguished Research Professor, Athletic Association Professor of Mathematics and Science Education, and Adjunct Professor of Biochemistry and Molecular Biology at the University of Georgia, USA. M. Gail Jones is Alumni Distinguished Graduate Professor of Science Education and Senior Research Fellow at the Friday Institute for Educational Innovation at North Carolina State University, USA.

• Section 1: Engaging in Science Teacher Education ResearchSection Editor: Julie A. Luft The Importance of Research in Science Teacher Education Sibel Erduran and Liam Guilfoyle The Contribution of Large Educational Surveys to Science Teacher Education ResearchRobert H. Tai, Joseph Taylor, Vijay Reddy, and Eric R. Banilower Qualitatively Conducting Teacher Education ResearchFelicia Moore Mensah and Jessica L. Chen Mixed Methods Research on Science Teacher EducationGayle A. Buck and Francesca A. Williamson Towards Justice: Designing for a Rightful Presence as a Lens for Science Teacher Education ResearchAngela Calabrese-Barton, Edna Tan, Kathleen Schenkel, and Aerin BenavidesSection 2: Initial Science Teacher Education - Core Areas Section Editor: Sarah Carrier Preparing Early Childhood Teachers to Support Young Children’s Equitable Science Sensemaking Carla Zembal-Saul, Christina Siry, Sabela F. Monteira, and Frances Nebus Bose Well-Started Beginners: Preparing Elementary Teachers for Rigorous, Consequential, Just, and Equitable Science TeachingElizabeth A. Davis and Christa Haverly Research on Secondary Science Teacher PreparationTodd Campbell, Ron Gray, Xavier Fazio, and Jan van Driel Understanding the Role of Field Experiences in Preservice Science Teacher Preparation David Stroupe Recent Trends in Science Education Research on Mentoring Pre-Service TeachersLeslie U. Bradbury Alternative Pathways to Science Teaching: Approaches and ImpactsElizabeth Edmondson, Alison Dossick, Smadar Donitsa-Schmidt, Yehudit Judy Dori, Christine Ure, and Christel BalckSection 3: Initial Teacher Preparation – Situated AspectsSection Editor: David F. Jackson Preservice Science Teacher Education Around the Globe: Trends, Challenges, and Future DirectionsHernán Cofré, Claudia Vergara, David Santibáñez, and José Pavez Partnerships in K-12 Preservice Science Teacher EducationAndrew Gilbert and Linda Hobbs The Magic of Informal Settings: A Literature Review of Partnerships and Collaborations that Support Preservice Science Teacher Education Across the Globe Natasha Cooke-Nieves, Jamie Wallace, Preeti Gupta, and Elaine Howes Discursive Practices in Initial Science Teacher EducationMercè Izquierdo, Ainoa Marzábal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, and Macarena Soto The Role of Emerging Technologies in Science Teacher Preparation Gina Childers and Rebecca Hite Policy in K-12 Science Teacher Preparation: Uniformity and Diversity from International PerspectivesCheng Liu, Wenyuan Yang, and Enshan LiuSection 4: Science Teacher Continuing Professional Development Section Editor: Lauren Madden The Learning Opportunities of Newly Hired Teachers of ScienceShannon L. Navy, Julie A. Luft, and Audrey Msimanga Science Teacher Leadership: The Current Landscape and Paths Forward Brooke A. Whitworth, Julianne A. Wenner, and Dorit Tubin Professional Development of Science Teachers for Inquiry InstructionUmesh Ramnarain, Daniel Capps, and Ying-Shao Hsu A Literature Review of Global Perspectives on the Professional Development of Culturally Responsive Science TeachersJulie C. Brown, Rose M. Cringle, and Nihat Kotluk Professional Learning Communities Across Science Teachers’ Careers: The Importance of Differentiating Learning Ron Blonder and Vicki Vescio Digital Technologies and Professional Learning of Science Teachers: A Technological Pedagogical Content Knowledge (TPACK) PerspectiveSeng Chee Tan, Tang Wee Teo, and Chin-Chung Tsai Section 5: Science Teacher Education -Central TenetsSection Editor: Soonhye Park Science Teacher Professional Knowledge and Its Relationship to High-Quality Science InstructionVanessa Kind, Soonhye Park, and Kennedy Kam Ho Chan Indigenous Knowledge in Science Education: Implications for Teacher EducationJosef de Beer, Neal Petersen, and Meshach Ogunniyi Action research: A Promising Strategy for Science Teacher EducationAllan Feldman, Nadja Belova, Ingo Eilks, Marika Kapanadze, Rachel Mamlok-Naaman, Franz Rauch, and Mehmet Fatih Taşar Including All Learners through Science Teacher EducationMichele Hollingsworth Koomen, Sami Kahn, and Teresa Shume The Role of Teacher Education in Teaching Science to Emergent Bilingual LearnersEdward G. Lyon and Sara Tolbert Educative Curriculum Materials and Their Role in the Learning of Science TeachersMelina Furman, Mariana Luzuriaga, Margarita Gomez, and Mauricio DuqueSection 6: Science Teacher Education – Emerging AreasSection Editor: Rachel Mamlok-Naaman Learning to Teach Controversial TopicsMichael J. Reiss Professional Identity as a Framework for Science Teacher Education and Professional DevelopmentDana Vedder-Weiss Emotion and Science Teacher EducationAlberto Bellocchi and Arnau Amat Learning to Teach Science from a Contextualized StanceMichael Giamellaro, Kassandra L’Heureux, Cory Buxton, Marie-Claude Beaudry, Jean-Philippe Ayotte-Beaudet, and Talal Alajmi Learning in and Through Researcher-Teacher CollaborationCarrie D. Allen, Sara C. Heredia, Eve Manz, and William (Bill) Penuel Integrated STEM Teacher Education: An Opportunity for Promoting Equity Erin E. Peters-Burton and Kelly L. Knight