This journal promotes critical analysis of pedagogy across early childhood, primary, secondary and post compulsory education, focusing on:

• The pre-service and continuing education of teachers
• New ideas and innovative practices
• The professional development of teachers
• Teaching as work
• Social and policy contexts of teacher education
• New Technology

All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymised refereeing by two expert referees.

Disclaimer for Scientific, Technical and Social Science publications:
Taylor & Francis and the Australian Teacher Education Association make every effort to ensure the accuracy of all the information (the “Content”) contained in its publications. However, Taylor & Francis and the Australian Teacher Education Association and its agents and licensors make no representations or warranties whatsoever as to the accuracy, completeness or suitability for any purpose of the Content and disclaim all such representations and warranties whether express or implied to the maximum extent permitted by law. Any views expressed in this publication are the views of the authors and are not the views of Taylor & Francis and the Australian Teacher Education Association.