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 11 (2016)
Utilizing an Experiential Approach to Teacher Learning about AfL: A Consciousness Raising Opportunity
Helen Dixon and Eleanor Hawe
What We Know, What We Do and What We Could Do: Creating an Understanding of the Delivery of Health Education in Lower Secondary Government Schools in Western Australia
Donna M. Barwood, Christine Cunningham, and Dawn Penney
Arts Education Academics’ Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees
William J. Baker, Mary Ann Hunter, and Sharon Thomas
Clinical Supervision Model in Teaching Practice: Does it Make a Difference in Supervisors’ Performance?
Esim Gürsoy, John Edward Kesner, and Umut Muharrem Salihoglu
Marketing an Alternate Model for Science and Mathematics Initial Teacher Education
Andrew Seen, Sharon P. Fraser, Kim Beswick, Margaret Penson, and Robert Whannell