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This review aims to examine current trends of research on science teacher development in Journal Science Teacher Education (JSTE) between 2012-2016. The systemic review was used to identify and categorize the content of articles. In total, 212 recent studies were selected, all referring to science teacher development. The collected data was analyzed by means of frequency. Systemic analyses showed that publications by authors from USA were most dominant. Many of studies focused on preservice teacher education. The study indicates that ultimate goal, based on policy, curriculum, context and others, was firstly highlighted. Secondly, the goal was to develop teachers' cognition. While combination of strategies was most found in the study especially coaching and mentoring. However, the implication of this study will be guidelines in both science teacher education and professional development and also predict the future research in these areas.
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