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.
Current Issue: Volume 47, Issue 7 (2022)
On Country Teacher Education: Developing a Success Program for and with Future Aboriginal Teachers
Graeme Gower, Tatiana Bogachenko, and Rhonda Oliver
Terminology and Provision for Students with Learning Difficulties: An Examination of Australian State Government Education Department Websites
Nicole Todd, Lorraine Gaunt, and Tom Porta
Generalist Primary School Teachers’ Preferences for Becoming Subject Matter Specialists
James Russo, Ellen Corovic, Jane Hubbard, Janette Bobis, Ann Downton, Sharyn L. Livy, and Peter A. Sullivan
Collaborative and Traditional Practice-models as Perceived by Preservice Teachers: The Potential Impact of Culture
Ilana Klima Ronen, Alexandra Danial-Saad, and Rachel Holsblat
Preservice Teachers’ Encounters with Dual Language Picturebooks
Nicola Daly and Kathy G. Short
Learning to Teach Without Teaching: A Mixed Methods Case Study of Preservice Teachers’ Efficacy Beliefs and Perceptions of an Evidence-based Creative Arts Subject
James Deehan, Rachael C. Hutchesson, and Paul Parker