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.
To submit a manuscript to JSTE, please go to the following: AUTHOR INFORMATION
**NOTE: You do not need to be a member of ASTE in order to submit a manuscript. However, information and applications for membership of the ASTE can be obtained through the Join ASTE link above.
If you have any questions, please feel free to contact the JSTE editors at email@example.com.
For institutional subscriptions to JSTE, please go to the following: SUBSCRIBING TO JSTE
**NOTE: If you are a member of ASTE you will receive one full volume with your year of membership, but you can also access back issues online through the publisher Taylor and Francis.