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.
We have temporarily suspended the 'Submission' function due to technical issues. We are working to resolve these issues and will restore the 'Submission' function when possible. At this time it is not clear when submitting an article for review will be possible. Please check the AJTE homepage to see when the link is active once again.
Thank you for your interest in AJTE.
Current Issue: Volume 44, Issue 2 (2019)
Modelling Preservice Science Teachers’ Environment-Friendly Behaviours
Murat Berat Uçar and Erdal Canpolat
Learning about Numeracy: The Impact of a Compulsory Unit on Pre-service Teachers' Understandings and Beliefs
Helen J. Forgasz and Jennifer Hall
Health and Physical Education Teacher Education 2.0: Pre-service Teachers’ Perceptions on Developing Digital Twitter Skills
Brendon P. Hyndman and Stephen Harvey
Pre-service Teachers’ Impact on Student Learning: Planning, Teaching, and Assessing during Professional Practice
Michael Cavanagh, Jennifer Barr, Robyn Moloney, Rod Lane, Iain Hay, and Hye-Eun Chu
Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research
Lorna Hepburn and Wendi Beamish
Professional Learning Interventionn in Mathematics: A Case of Developing Portfolio Assessment
Hem Chand Dayal and Bronwen Cowie