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 4 (2019)
A Matrix of Feedback for Learning
Cam Brooks, Annemaree Carroll, Robyn M. Gillies, and John Hattie
Understanding Teacher Evaluation in Finland: A Professional Development Framework
Hakan TARHAN, A. Cendel KARAMAN, Lauri KEMPPINEN, and Juli-Anna AERILA
The Next Chapter in the STEM Education Narrative: Using Robotics to Support Programming and Coding.
SUSAN BLACKLEY and Jennifer Howell
Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis
Joanne Yoo, Keith Heggart, and Nina Burridge
“Learning the Ropes”: Pre-service Arts Teachers Navigating the Extracurricular Terrain
Christina C. Gray and Geoffrey M. Lowe
Book Review - Narratives of Learning through International Professional Experience