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 10 (2017)
Using ICT-based Instructional Technologies to Teach Science: Perspectives from Teachers in Trinidad and Tobago.
Rawatee Maharaj-Sharma, Aarti Sharma, and Aditi Sharma
Interpretations of Mentoring during Early Childhood Education Mentor Training
Päivi Kupila, Tuulikki Ukkonen-Mikkola, and Kyllikki Rantala
Commercially available Digital Game Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students.
John O'Rourke, Susan Main, and Susan M. Hill
Early Career Teachers’ Perceptions of Their Preparedness To Teach “Diverse Learners”: Insights From An Australian Research Project
Leonie Rowan, Jodie Kline, and Diane Mayer
More than Standardisation: Teacher’s Professional Literacy Learning in Australia?
Veronica Gardiner, Wendy Cumming-Potvin, and Christine Kay Glass