The Journal of Science Teacher Education (JSTE), by virtue of its membership in Scopus (the largest database of peer reviewed journals), is now approved for subsidies by South African authors. In South Africa, and many other countries, authors receive subsidies for articles that they publish in peer-reviewed journals.
Until now, South African authors were hesitant to send their manuscripts to JSTE as they would receive no credit for publishing in this journal. The South African government has just approved subsidies for journals included in Scopus because of the quality and notoriety of journals in the database.
JSTE has been receiving much more world-wide attention due to the international makeup of the Editorial Board and Editorial Review Board. This international "flavour" of the journal influences ISI (Institute for Scientific Information) accreditation. Many countries only give credit to authors if they publish in ISI journals.
The Journal of Science Teacher Education (JSTE) publishes research and theoretical articles concerning pre-service and in-service science teacher education. The journal adds to what we know about science teaching and learning but, most importantly, serves as a catalyst for thoughtful discussion concerning the improvement of the education of teachers in science. 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.
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