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 10 (2019)
How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students?
Ee Ling LOW, Pak Tee NG, Chenri HUI, and Li CAI
From Pink Floyd to Pink Hill: Transforming Education From the Bricks in the Wall to the Connections of Country in Remote Aboriginal education.
Elizabeth M. Jackson-Barrett and Libby Lee-Hammond
“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing
Anat Wilson and Wendy Goff