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.
Current Issue: Volume 39, Issue 11 (2014)
Boys and CSA Prevention: Issues Surrounding Gender and Approaches for Prevention
Laura Scholes, Christian Jones, and Michael Nagel
The Evolution of English Language Teaching during Societal Transition in Finland – A mutual relationship or a distinctive process?
Riitta Jaatinen and Toni Saarivirta
THE NEW AUSTRALIAN CURRICULUM, TEACHERS AND CHANGE FATIGUE
Jessica Dilkes, Christine Cunningham, and Jan Gray
Practical Curriculum Inquiry: Students' Voices of their EFL Curriculum and Instruction
Chantarath -- Hongboontri
Supporting the Transference of Knowledge about Language within Teacher Education Programs
Lisl Fenwick, Michele Endicott, Marie Quinn, and Sally Humphrey
Policy in Practice: Enabling and inhibiting factors for the success of suspension centres
Alison J. Moore (Benoît) Dr
Navigating E-Learning and Blended Learning for Pre-service Teachers: Redesigning for Engagement, Access and Efficiency
Philemon Chigeza and Kelsey Halbert
Western Australian music teachers and the WACE Music syllabus five years down the track: Where are we now?
Geoffrey M. Lowe Dr and Andrew Sutherland