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Journal of STEM Teacher Education

 

Ryan A. Brown & Allison Antink-Meyer
Co-Editors

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. 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.

FORTHCOMING ARTICLES IN NEXT ISSUE: VOLUME 53 ISSUE 2

Elementary Education In-service Teachers’ Familiarity, Interest, Conceptual Knowledge and Performance on Science Process Skills
Frackson Mumba, Erin Miles, Vivien Chabalengula

STEM Pedagogical Content Knowledge Scale (STEMPCK): A Validity and Reliability Study
Bekir Yıldırım & Emine Sahin Topalcengiz

STEM Faculty Experience Teaching Students who Have Autism
Solvegi Shmulsky, Ken Gobbo, Michelle W. Bower

Current Issue: Volume 53, Issue 1 (2018)

Articles

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Educators’ Perceptions of Integrated STEM: A Phenomenological Study
Brian K. Sandall, Darrel L. Sandall, and Abram L. J. Walton

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Increasing Stem Literacy Via an Informal Learning Environment
Christa D. Jackson and Margaret J. Mohr-Schroeder