Journal of STEM Teacher Education

Ryan A. Brown & Allison Antink-Meyer

The Journal of STEM Teacher Education, formerly the Journal of Industrial Teacher Education, publishes high quality research and theoretical articles as well as position papers concerning the education of pre-service and in-service teachers in a variety of settings. One to two issues are published each year. The journal is concerned with how to understand and support STEM-related knowledge and practices among Career and Technical Education (CTE) teachers, informal STEM educators (e.g. museums, libraries, maker-spaces, etc.), and formal K-20 classroom teachers. Authors are encouraged to submit manuscripts that report classroom, curricular, and conceptual innovations in teacher education that emphasize the interdisciplinary nature of STEM-related disciplines. The Journal of STEM Teacher Education is an open access, peer reviewed journal with high standards for publication. All manuscripts which report data or participation by human subjects must include appropriate oversight by Institutional Review Boards.

Requirements for all submitted manuscripts include that work must be focused on (1) teacher education (no classroom studies, or student focused works), and (2) it must involve the integration of STEM domains. For example, PD for mathematics teachers learning to utilize engineering design challenges to contextualize concepts.

Current Issue: Volume 58, Issue 1 (2023)

Table of Contents



Teachers’ Perceptions on Women in STEM: Breaking the Stereotypes
Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, and Razak Kwame Dwomoh


Designing a Program to Develop Computer Science Master Teachers for an Underserved Rural Area
Susie Morrissey, Thomas Koballa, Robert Allen, Judy Godfrey, Michael Dias, Shawn Utley, and DeAnnia Clements

Complete Issue