The socialist core values are the latest achievements of the Marx doctrine of China. The values are the inheritance and development of traditional culture in China. Identity and practice of socialist core values are the duty of every family. Relatives of family members, closeness and flexibility are important to identity and practice of the socialist core values. From the new perspective of ideological and political education of the family, this paper explores the socialist core values of consensus and discusses family education in western countries and Chinese in the traditional culture. The socialist core values should be promoted in the construction of good family tradition. The socialist core values should be integrated into the construction of good family tradition. Creative transformation, innovation and development help to gather the accomplishment of China dream.

In New Zealand there is no formal requirement for certification or training to become a tertiary teacher. The pathway to become a tertiary teacher is more like an apprenticeship with professional development and training concurrent to teaching. Most universities offer a compulsory induction programme and a voluntary post-graduate certificate in tertiary teaching. Professional development opportunities for tertiary teachers are sporadic. There are frameworks for reflecting on tertiary teaching including the UK professional standards framework, AKO Aotearoa criteria for teaching excellence, the Education Council’s satisfactory teaching dimensions, the literature on the scholarship of teaching and learning and the content focus of the various post graduate certificates.

All of these sources were consolidated in the development of the five dimension model for reflecting on the dimensions of effective tertiary teaching. The model provides the structure for the development of online teaching portfolios which document career long professional development.  Critical reflections on the dimensions of effective tertiary teaching are structured around focusing questions and Brookfield’s (1995) lenses. The online portfolio can be used for promotion applications, fellowship applications and reflections for professional growth. The portfolio will be trialled at the University of Canterbury.

Last years, students have presented a low interest to study sciences. In particular, Physics and Chemistry are considerate by students as very difficult subject. Actual teachers have a wide variety of tools to promote the learning of sciences in classrooms. This survey includes the use of virtual applications to understand chemical processes; for example, the redox-reactions. The objective was to carry out a new didactic proposal for teaching the cited reactions. So, it was used a virtual periodic table of chemical elements and an assisted computer simulation to lead students toward the learning of redox chemical reactions and to understand how the reactions occurred into the recipient. Therefore, with the use of videos is possible to watch the chemical reactions in a microscopic level. It represents an important advantage in comparison to conventional teaching of redox reactions in a blackboard. On the other hand, the group filled a questionnaire about the utility of the technique, the advantages or disadvantages and the convenience of using information and communications technologies (ICT) to improve the knowledge in the subject. The results showed that use of ICT allowed them to increase the comprehension of chemical processes as redox reactions. In conclusion, 65 % of students group indicated that they preferred multimedia application instead face to face class and 62,5 % of students wrote that the use of virtual periodic table and multimedia application are very beneficial to class.

Education is the basis for a nation’s one-hundred year strategy, while teachers are the basis for the nation’s education. Teachers should be life-long learners. Teacher training of basic education needs to be linked from one stage to the next. For one thing, it’s crucial in their professional development. For another, that is the requirement of the Teachers’ Professional Standards issued by the Chinese Education Ministry. However, up till now, teacher training in China and other countries is still conducted by the stage. Elementary school teacher training and secondary school teacher training are designed and implemented separately. There is scant linkage in English teaching knowledge and skill training. Consequently, the transition of teaching and learning between these two stages remains a vain slogan. This also hinders the systematic and sustainable development of the English teacher’s professional competence.

Hebei Normal University and Hebei Education Press，collaborated with K12 teaching researchers experimented on 1000 English teachers in China by conducting a three-year transitional English teacher training program. The research with the U(University)-S(Schools)-P （Press）collaboration proves that transitional English teacher training for basic education can be done and done effectively.

The article describes designing a physics class based on students’ research work for the Russian schooling system. It describes a model for planning lessons which would include students’ research work in the framework of the course’s content.  The article also suggests an algorithm for designing a class by choosing leading methods and forms of learning. It analyses the level of research skills for the students who went through the suggested training, and proves the efficiency of the suggested model.