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 4 (2025)
Journal Articles
“My school makes even the smallest students …. feel included and happy to be there” Student Perspectives on Inclusion.
Charles AG Kemp, Umesh Sharma, and Louise McLean
Autonomy and Relatedness: Motivating Kindergarten Teachers in an Online Professional Developmentt
Xuanyi Eliza WU, Alfredo BAUTISTA, and Marc Clarà
Using children's picture books to teach mathematical and numeracy concepts: An exploration of the aesthetic value of mathematics for preservice teachers’ dispositions
Mellie Green, Lorraine Gaunt, and Georgina M. Barton
Generative AI highlights the contrast between students’ dualistic epistemic practices and teacher education learning objectives
Tellervo Härkki, Tarmo Thorström, Miika Leino, Henriikka Vartiainen, and Matti Tedre
The Impact of Interdisciplinary Approach and Mathematical Modelling Activities on Mathematics Teaching: A Case Study with Pre-Service Teachers
Eda N. Güner and Ahmet Ş. Özdemir
Evaluation Of Teachers’ Skills and their Current Level of Using Atomic Model Kits in Teaching Chemical Bonding and Atomic Structure in Gasabo District of Rwanda
Francois Niyongabo Niyonzima, Nsabayezu Ezechiel, Aloys Iyamuremye, Jean Baptiste Nkurunziza, Angelique Nzavuga Izere, Claude Karegeya, Emmanuel Gakuba, Ruth Ntihabose, and Jean Pierre Nahimana
Early Careers Teachers’ Engagement with the Australian Professional Standards for Teachers
Kim Beasy, Michelle Parks, Jeana A. Kriewaldt, and Natasha Ziebell
From Guesswork to Growth: Understanding how Preservice Teachers Interpret and Enact Appraisal within a Teacher Performance Assessment
Allison Byth, Thembi Mason, and Laurie Werrett