Australian Journal of Teacher Education
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.
Please note: Starting in 2025, the AJTE will transition to a quarterly publication schedule.
ISSN: 1835-517X
Current Issue: Volume 50, Issue 1 (2025)
Journal Articles
The Impact of Using Practicum Portfolio On Early Childhood Student Teachers' Reflective Practice
Buad Khales, Afif Zaidan, and Fathi Ihmeideh
Assessment of Initial Teacher Education from the Evaluated’ Perspective: A Literature Review
Carla E. Förster, Andrea Ruffinelli, Tatiana Cisternas, and Francisca Donoso
Teacher Resilience in South Africa: The Self-Efficacy and Teacher Efficacy of Pre-Service Teachers Preparing to Teach in a Challenged Context
Carine Jonker, Marien Alet Graham, and Liesel Ebersöhn
Mentoring Experiences of Student Teachers during Teaching Practice in Nigeria
Osita Victor Ossai and Sarita Ramsaroop
Basic Skills of 21st Century Teachers
Ömer Cem Karacaoğlu
A Qualitative Exploration of Changes in English Language Teachers’ Perceptions of Their Agency Through Engaging in Action Research
Khadije Aqajani Delavar, Mohammad R. Hashemi, and Mohammad Nabi Karimi
Benefits and Challenges with the Modular Model of Teacher Certification in Australia: Listening to Teachers’ Voices
Bernard Brown and Rohan Nethsinghe
Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers
Louise Alix Taylor, Ruben Fukkink, Ron Oostdam, and Catherine van Beuningen