Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.
As such, Journal of Science Teacher Education:
Publishes empirical research and theoretical position statements concerning preservice and inservice education of science teachers
- Offers ways to improve classroom teaching and learning, inservice workshops, and teacher recruitment and retention
- Provides evidence through research of the effectiveness of teaching strategies, interventions, assessments, professional development, and other issues related to science teacher education
- Communicates ideas, theories, research, and field-oriented information related to policy, supervision, curriculum, instruction, and assessment in science teacher education
The focus of both theoretical and empirical articles should be on science teacher education. Articles with ONLY implications for science teacher education are not appropriate.
Authors can choose to publish gold open access in this journal.
Read the Instructions for Authors for information on how to submit your article.
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