ATEA’s journal, Asia-Pacific Journal of Teacher Education, is one of the most prestigious international outlets for the publication of research in teacher education.

Asia-Pacific Journal of Teacher Education is published by Taylor & Francis on behalf of ATEA and edited by:

  • Associate Professor Margaret Kettle (Queensland University of Technology, Australia)
  • Dr Stephen Heimans (University of Queensland, Australia)
  • Professor Keita Takayama (Kyoto University, Japan)
  • Professor Gert Biesta (Maynooth University, Ireland, University of Edinburgh, UK, University of Humanistic Studies, The Netherlands, University of Agder, Norway)
  • Editorial Assistant: Dr Kathryn Bown
Aims and Scope

The Asia-Pacific Journal of Teacher Education publishes original research that makes a significant contribution to advancing knowledge and understanding of the complexities of teacher education across early childhood, primary, secondary, vocational, and higher education, and other formal and informal settings in which teachers work. The journal editors invite for peer review theoretically-informed papers – including, but not limited to, empirical, historical and policy research – which focus on themes and issues relevant to an international audience. These issues of relevance to the Asia-Pacific Journal of Teacher Education are: 

  • teacher education, including initial teacher education and ongoing professional education; 
  • the cultural, economic, political, social, practice-based, and/or technological dimensions and contexts of teacher education; 
  • change, stability, reform and resistance in (and relating to) teacher education; 
  • enhancing the significance of research in teacher education. 

The editors of the Asia-Pacific Journal of Teacher Education take teachers and teacher educators seriously as human beings who, individually and collectively, seek to make a difference for their students, their communities, and society at large. Research in which teachers or teacher educators or, for that matter, students are only present as variables in statistical or other analyses without further consideration of what this may mean for the complex work of teachers and teacher educators is unlikely to be considered for publication in the journal.  

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