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 57, Issue 1 (2022)
Table of Contents
Exploring Elementary Student and Teacher Perceptions of STEM and CS Abilities
Scott R. Bartholomew, Vanessa Santana, and Jessica Yauney
Online Interdisciplinary STEM Education: A Case of Co-teaching for Social Justice
Rebecca G. Gault and Stacey Britton
Teaching Elementary Mathematics with Educational Robotics
Yuling Zhuang, Jonathan K. Foster, AnnaMarie Conner, Barbara A. Crawford, Tim Foutz, and Roger B. Hill
Exploring the Experiences and Perceptions of 21st Century Leadership Academy Participants
Scott R. Bartholomew, Douglas Lecorchick, Mark Mahoney, and Geoffrey Albert Wright
An Exploration of Communities of Practice in the STEM Teacher Context: What Predicts Ties of Retention?
Brandon Ofem, Michael Beeth, Jessica Doering, Kathleen Fink, Rebecca Konz, Margaret J. Mohr-Schroeder, Samuel J. Polizzi, Gillian Roehrig, Gregory T. Rushton, and Keith Sheppard