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 46, Issue 5 (2021)
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Jarrod P. Hogan and Peta J. White
Collaboratively Designing a National, Mandated Teaching Performance Assessment in a Multi-University Consortium: Leadership, Dispositions and Tensions
Amanda McGraw, Ron “Kim” Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, and Nadine Crane
Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
Erika Feinauer and Erin Feinauer Whiting
Learning Transformation Perceptions of Preservice Second Career Teachers
Shosh Leshem, Rivi Carmel, Merav Badash, and Beverley Topaz
Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education
Tom Brunzell, Lea Waters, and Helen Stokes