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 1 (2015)
An Investigation of Teachers’ Awareness and Willingness to Engage with a Self-Directed Professional Development Package on Gifted and Talented Education
Kylie T. Fraser-Seeto, Steven J. Howard, and Stuart Woodcock
Student Teachers’ Implementation and Understanding of Repeated Picture-Book Reading in Preschools
Clodie Tal and Ora Segal-Drori
How Does Pre-Service Teacher Preparedness to Use ICTs for Learning and Teaching Develop Through Their Degree Program?
Lincoln Gill, Barney Dalgarno, and Lauren Carlson
Language Teachers’ Conceptions of Intelligence and their Roles in Teacher Care and Teacher Feedback
Reza Pishghadam, Elham Naji Meidani, and Gholam Hassan Khajavy
The Lesson Observation On-line (Evidence Portfolio) Platform
David G. Cooper
Early Childhood pre-service students’ transitioning into discourses of professional practice
Gloria Quinones and Avis Ridgway
Feedback, Iterative Processing and Academic Trust - Teacher Education Students' Perceptions of Assessment Feedback
Susan E. Davis and Joanne M. Dargusch