ASTE journals are included in your membership ! Read more about our journals below. Members can directly access current and back issues on our Membership page when logged into the website 

Journal of Science Teacher Education (JSTE)

Journal of Science Teacher Education (JSTE) is the flagship journal of the Association for Science Teacher Education. It serves as a forum for disseminating high quality research and theoretical position papers concerning preservice and inservice education of science teachers. The Journal features pragmatic articles that offer ways to improve classroom teaching and learning, professional development, and teacher recruitment and retention at pre K-16 levels.

JSTE publishes empirical research and theoretical position statements concerning preservice and inservice education of science teachers

• Offers ways to improve classroom teaching and learning, inservice workshops, and teacher recruitment and retention
• Provides evidence through research of the effectiveness of teaching strategies, interventions, assessments, professional development, and other issues related to science teacher education
• Communicates ideas, theories, research, and field-oriented information related to policy, supervision, curriculum, instruction, and assessment in science teacher education

• The focus of both theoretical and empirical articles should be on science teacher education. Articles with ONLY implications for science teacher education are not appropriate.

To submit a manuscript to JSTE, please go to the following: AUTHOR INFORMATION

**NOTE: You do not need to be a member of ASTE in order to submit a manuscript.

Innovations in Science Teacher Education (ISTE)

Innovations in Science Teacher Education (Innovations) is the official practitioner journal of the Association for Science Teacher Education (ASTE). 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, nontechnical, 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 (January 1, April 1, July 1, and October 1) and is abstracted and indexed in Google Scholar.

We seek manuscripts that are based on a firm foundation of scholarly work in science education and provide concrete ideas and strategies that enhance and inform science educators’ practices in their own setting, context and with their unique student population. The activities, ideas and strategies described in the manuscripts could include a single lesson idea, a course redesign, a common theme for a course, teacher education program redesign, professional development program settings, or a collaborative effort with other departments involved in science teacher education.

Examples of manuscripts published in the journal include detailed descriptions of:

• practical, timely classroom ideas, strategies or lessons that takes place in science methods courses;
• programs and activities designed to provide highly effective field experiences for preservice teachers;
• professional development activities designed to engage, motivate and expand inservice teachers’ knowledge and practices;
• research into practice, wherein author(s) identify a specific body or piece of research and show how they are implementing it into their practice as a science teacher educator; or

• a key question or problem facing science teacher educators identified by a group of authors wherein each author offers different perspectives or ideas about steps that might be taken to address it.

Contemporary Issues in Technology & Teacher Education (CITE)