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 44, Issue 6 (2019)
Democratic contribution or information for reform? Prevailing and emerging discourses of student voice
Jennifer Charteris and Dianne Smardon
The Development of Preservice Teachers’ Self-Efficacy for Classroom and Behavior Management Across Multiple Field Experiences
Maria B. Sciuchetti and Nina Yssel
Does a “Science, Technology and Social Change” Course Improve Scientific Habits of Mind and Attitudes towards Socioscientific Issues?
Muammer Çalik and Faik Özgür Karataş
Developing Children’s Physical Literacy: How well prepared are prospective teachers?
Judith Dinham and Paul Williams
Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement
Rachael J. Whittle, Amanda Telford, and Amanda C. Benson
The Benefits and Challenges of Embedding Work Integrated Learning: A Case Study in a University Education Degree Program
Maria Doolan, Ben Piggott, Sian Chapman, and Paul Rycroft