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 41, Issue 8 (2016)
Navigating the Challenges of Becoming a Culturally Responsive Teacher: Supportive Networking May Be the Key
Nina L. Nilsson Ph.D., Ailing Kong Ph.D., and Shantel Hubert
Exploring Quality Teaching in the Online Environment Using an Evidence-Based Approach
Elena Prieto-Rodriguez, Jennifer Gore, and Kathryn Holmes
A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students
Effat Alvi, Zafar Iqbal, Fatima Masood, and Tooba Batool
The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning.
Lesley Henderson and Jane Jarvis
Teaching Assistants in Inclusive Classrooms: A Systematic Analysis of the International Research
Umesh Sharma and Spencer J. Salend