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, 371 out of 914 international education titles and 2nd out of 32 Australian education titles.
Current Issue: Volume 41, Issue 6 (2016)
Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices
Amanda Baker and Michael Burri
The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection
Anna Ehrlin, Eva Insulander, and Anette Sandberg
Using Assessment to Develop Social Responsibility as a Graduate Attribute in Teacher Education
Kerry Howells, Noleine Fitzallen, and Christine Adams
Mindfulness-based approaches for Young People with Autism Spectrum Disorder and their Caregivers: Do these Approaches Hold Benefits for Teachers?
Rebekah Keenan-Mount, Nicole J. Albrecht, and Lea Waters
Emotional Literacy and Pedagogical Confidence in Pre-Service Science and Mathematics Teachers
Tony Yeigh, Geoff Woolcott, Jim Donnelly, Rob Whannell, Matthew Snow, and Amanda Scott
Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities
Glenn Auld, Julie Dyer, and Claire Charles