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 43, Issue 1 (2018)
Effective Behaviour Management Strategies for Australian Aboriginal and Torres Strait Islander Students: A Literature Review
Linda L. Llewellyn, Helen J. Boon, and Brian E. Lewthwaite
A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program
Kate A. Jenkinson, Geraldine Naughton, and Amanda C. Benson
Dimensions of Work Engagement and Teacher Burnout: A Study of Relations among Iranian EFL Teachers
Arefe Amini Faskhodi and Masood Siyyari
An Investigation of Preservice Teachers’ Beliefs about the Certainty of Teaching Knowledge
Leila E. Ferguson and Jo Lunn Brownlee
Embedding Play-Based Learning into Junior Primary (Year 1 and 2) Curriculum in WA
Jenny A. Jay and Marianne Knaus
Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach
Renée Crawford and Louise E. Jenkins