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.
ISSN: 1835-517X
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 43, Issue 9 (2018)
Journal Articles
Implementing an Interactive Reflection Model in EAP: Optimizing Student and Teacher Learning through Action Research
Hale Kizilcik and Aysegul Daloglu
Perceived Attributes of Music Teaching Effectiveness Among Kindergarten Teachers: Role of Personality
Wong Yau-Ho Paul and LAU Wing-chi Margaret
Developing Pre-Service Teacher Professional Capabilities through Action Research
Shannon Kennedy-Clark, Katrina Eddles-Hirsch, Tryon Francis, Grace Cummins, Luke Ferantino, Matthew Tichelaar, and Lloyd Ruz
Narratives of Place and Land: Teaching Indigenous Histories in Australian and New Zealand Teacher Education
Richard Manning and Neil Harrison
An Application of The Solo Taxonomy to Classify Strategies Used by Pre-Service Teachers to Solve “One Question Problems”
Joanne C. Caniglia and Michelle Meadows
Is it worth the effort? Evaluating a Third Generation Research Method for a Third Generation Approach to the First Year Experience in Higher Education
Trevor S. Black and Romina Jamieson-Proctor