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Science Teacher Education

Editor: Martin Braund

STE is the professional e-journal, published by ASE, for all concerned with the pre-service education, induction and professional development of science teachers. It is a highly regarded periodical, produced three times a year, and was first published in 1991. Contributions are written by a wide range of people with an interest in science education. View Submission Guidelines. It aims to: 

  • provide a forum for discussion that will help to shape the decisions that teacher educators make in providing appropriate provision for those who teach science and trainees
  • inform readers of innovations and developments in initial teacher education and continuing professional development
  • develop readers’ knowledge and practice
  • disseminate research and scholarship relevant to science teacher education.

STE comprises sections covering the following aspects of the field: classroom and practice / management of science teacher education / partnership and mentoring / international teacher education / current and past research

How to subscribe

Its readership includes Higher Education (HE) lecturers, including members of the Association for Tutors in Science Education (ATSE), advisers (NAIGs) and student teachers. ATSE is a sub-group of ASE and members receive the journal automatically. ASE members can add a subscription to STE to their membership for £13.00 per annum - send a subscription request to membership@ase.org.uk. STE is the only ASE publication currently available on subscription to individual non-members. Subscribers will receive e-alerts and past issues are available free of charge to subscribers.

Note to members: Login to download STE. If you are a not a member, you can download a sample here.

Science Teacher Education - 69Science Teacher Education - 69

Science Teacher Education (STE69) February 2014: Issue includes a selection of articles focused on the theme 'In the classroom' and other updates on science teacher education news and reviews. In this issue features include; Ben Gordon's views how science works from a trainee teacher's perspective; Dani Fountain investigates how to use teaching and learning theories to plan a unit of work in science; and take a look at the research outcomes from Maria Evagorou et al. on Preparing pre-service science teachers to teach socio-scientific (SSI) argumentation.

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