Australian Journal of Teacher Education

Purpose

The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education in Australia 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 is peer reviewed and published at least twice a year by the School of Education, Edith Cowan University.

For more information about submitting articles, click Submissions on the left-hand menu.

Invitation:

About 40% of visitors to this site reside in North America. If you are one of those visitors and would like to submit a paper for publication or would like to be considered for appointment as a Consulting Editor, please contact the Editor.

Early Publication

We are pleased to offer authors an early publication service. Manuscripts that have been through the review and revise cycle and that have been accepted for publication will be published as soon as they are accepted. These manuscripts can be found in the "Early Publication" section.

As papers accumulate to form a volume they will be moved to a volume folder.

Index

The Australian Journal of Teacher Education is indexed by the Australian Education Index.

ISSN 1835-517X

AJTE ranked fourth out of 52 journals in teacher education

EDUCATION JOURNAL BANDING STUDY
The Centre for the Study of Research Training and Impact at the University of Newcastle (in conjunction with AARE) conducted a survey (752 Australian respondents) to rank 913 education journals that were identified as written in English and had a refereeing process.
The results (to 3 August 2007) found the Australian Journal of Teacher Education ranked 206 out of 913 in academic esteem, 188 by quality measure and fourth out of 52 journals identified as in the teacher education field. These results probably relate to the AJTE pre-2007 print mode (two issues annually) and not the electronic mode adopted in 2007 (four issues).
Contributors, referees and the Editorial Board may take it as a mark of esteem that their efforts have been rated in the top quartile of education journals by Australian academics.
For further information about the study see
http://www.newcastle.edu.au/centre/sorti/Banding/mehtod.html