The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education.
Current Issue: Volume 40, Issue 9 (2015)
What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?
Michael D. Carey, Michael Christie, and Peter Grainger
Antecedents of Teachers’ Educational Beliefs about Mathematics and Mathematical Knowledge for Teaching among In-Service Teachers in High Poverty Urban Schools
Danya M. Corkin, Adem Ekmekci, and Anne Papakonstantinou
Epistemological Considerations for Approaching Teaching in an On-Line Environment Aboriginal and Torres Strait Islander Teacher Education Program: Reconsidering TPACK
Brian Ellis Lewthwaite, Cecily Knight, and Max Lenoy
Prospective Secondary Science Teachers' Argumentation Skills and the Interaction of These Skills with Their Conceptual Knowledge
Ömer Acar, Bruce R. Patton, and Arthur L. White
Facebook and the Final Practicum: The Impact of Online Peer Support in the Assistant Teacher Program
Lisa F. Paris, Julie Boston, and Julia Morris