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. 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.
Current Issue: Volume 56, Issue 1 (2021)
Table of Contents
What STEM Teachers Need to Know and Do to Engage Families of Emergent Multilingual Students (English Language Learners)
Lisa Hoffman, Emily Suh, and Alan Zollman
Preservice science and mathematics teachers’ acculturation into communities of practice: A call for undergraduate research in science and mathematics teacher preparation
Kara Esther Baldwin and Rebekka Darner