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 £15.00 per annum - send a subscription request to firstname.lastname@example.org. 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 - 73
Science Teacher Education (STE 73) June 2015 - ASE's dedicated online journal for those involved in initial teacher education (ITE) and professional development. This issue focuses on primary education with articles including 'Enacting Darby’s (2005) notion of engaging pedagogy in primary' and improving trainee teacher confidence in teaching physical processes topics.