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.
The Australian Journal of Teacher Education (AJTE) is indexed in the Web of Science, Scopus, and A+Education. SCImago ranks the AJTE in the 2nd top Quartile for education journals in the world, 328 out of 914 international education titles and 3rd out of 30 Australian education titles.
Current Issue: Volume 42, Issue 8 (2017)
Preservice Teachers’ Identity Development during the Teaching Internship
Tran Le Huu Nghia and Huynh Ngoc Tai
Listening to the Voices of Education Professionals Involved in Implementing an Oral Language and Early Literacy Program in the Classroom
Maria Lennox, Susanne Garvis, and Marleen Westerveld
Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions
Marie-Helene Zimmerman Nilsson
Motivations and Concerns: Voices from Pre-service Language Teachers
Suzan Kavanoz and Hatice G. Yüksel
The Impact of Conducting Practitioner Research Projects on Teachers’ Professional Growth
Annette Hilton and Geoff Hilton
The Role of Teachers in Identifying and Supporting Homeless Secondary School Students: Important Lessons for Teacher Education
Monica Thielking, Louise La Sala, and Paul Flatau