Science Teacher Education
Editor: Martin Braund
STE is the professional 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.
Its readership includes Higher Education (HE) tutors & lecturers, including members of the Association for Tutors in Science Education (ATSE), consultants, advisers & inspectors (NAIGs) and student teachers. ATSE is a sub-group of ASE and members receive the journal automatically. Primary and secondary teacher members of ASE can also pay an additional fee, currently £12.00 per annum, to receive the journal. A number of HE establishment libraries subscribe to STE.
STE is the only ASE publication currently available on subscription to individual non-members. To subscribe email: email@example.com
STE is available as an online publication. Contributions may be requested or unsolicited and are written by a wide range of people with an interest in the areas of science education addressed. In addition to the main articles, it carries reports from conferences, resource and web reviews, letters and news items pertinent to science teacher training. 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 or are intending shortly to do so
- inform readers of innovations and developments, small and big, 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, offering a round-up of items of relevance.
Material is often requested by the Editor or members of his Editorial Board, and from ASE/ATSE conference presentations, but may be unsolicited from individuals or interested groups in the UK and elsewhere.
Subscribers receive an e-mail alert from ASE Headquarters informing them of the availability of the issue. The journal can be read online, or downloaded. Back issues of the journal are also available free of charge to subscribers.
Note to members: You must login to view the full STE Journal. If you are a non-member, you may view a sample on this page.
Science Teacher Education - Issue 62 - October 2011
- Science Teacher Education - 69
The February issue of Science Teacher Education (STE) includes a selection of article 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.