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Science Teacher Education

Editor: Rob Toplis

Science Teacher Education (STE) is ASE's professional online journal for all concerned with the pre-service education, induction and professional development of science teachers. Contributions are written by a wide range of people with an interest in science education (see submission guidelines). The journal 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.

Its readership includes lecturers, consultants, advisers and student teachers.  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. Subscribers receive an email when each new issue becomes available online and past issues are available in the archive.

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Published: February/June/October
ISSN: 175 -915X

Science Teacher Education - 81Science Teacher Education - 81

In this issue, we have a report from Haira Gandolfi on her perspectives as a new researcher on the presentations she attended at the ESERA conference. Colleagues at the University of North Georgia report on their work with in-service elementary (primary) teachers on a science professional development programme designed to engage them in studying inertia with hands-on activities. We have an interview with Professor Mike Watts from Brunel University as part of our ‘Ask a Researcher’ series and a resource review of the book 'Enhancing Learning with Effective Practical Science 11-16'.