The Journal of STEM Teacher Education promotes excellence in science, technology, engineering, and mathematics teacher education issues from early childhood through the university level education. All manuscripts accepted for publication will address the integration of at least two STEM disciplines, but may focus on issues about which STEM teachers (at any K-20 level) should know or upon issues of how to better educate integrated STEM teachers (at any K-20 level). The Journal of STEM Teacher Education is an open access journal with a vigorous peer-review process and high standards for publication. All manuscripts which report data or participation by human subjects must include appropriate oversight by Institutional Review Boards.
Innovations in Science Teacher Education is the official practitioner journal of the Association for Science Teacher Education ( ASTE ). Drs. Sarah Boesdorfer and Rebekka Darner are co-editors. Innovations is an online, peer-reviewed journal that serves as a forum for disseminating effective instructional practices that are innovative and inspirational. Articles will provide concrete ideas for enhancing teaching for all those associated with preparing and supporting the professional development of K-12 science teachers in clear, understandable, non-technical, practical prose. Articles in Innovations are written by science teacher educators for science teacher educators, in the broadest sense of the word. The journal publishes four issues annually.