| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 1191 | 6 | 8 | 4 |
| Psychology | 1260 | 5 | 5 | 3 |
Australian Journal of Teacher Education focuses on Pedagogy, Teacher education, Mathematics education, Medical education and Teaching method. It addresses concerns in Pedagogy which are intertwined with other disciplines, such as Higher education, Qualitative research and Project commissioning. In the journal, Publishing, Context (language use), Practicum, Semi-structured interview and Focus group are investigated in conjunction with one another to address concerns in Teacher education research.
While Mathematics education is the focus of it, it also provided insights into the studies of Self-efficacy and Literacy. The concepts on Medical education presented in it can also apply to other research fields, including Certificate in Education and Primary education. The journal is mostly focused on Curriculum, specifically Curriculum development.
The study on Professional development featured in Australian Journal of Teacher Education expounds on the topic of Faculty development in particular. The studies tackled, which mainly focus on Faculty development, apply to Professional learning community as well.
The published papers generally zeroe in on subjects such as Pedagogy, Teacher education, Mathematics education, Teaching method and Project commissioning. The most cited papers investigate Pedagogy research which frequently intersects with Qualitative research. While work presented in the most cited papers provide substantial information on Teacher education, it also covers topics in Context (language use), Pre service, Practicum, Medical education and Reflective practice.
The main research concerns discussed in the journal are Teacher education, Pedagogy, Mathematics education, Medical education and Pre service. While the journal focused on Teacher education, it was also able to explore topics like Context (language use), Narrative, Study abroad, Experiential learning and Multicultural education. Pedagogy research presented in it encompasses a variety of subjects, including Storytelling and Principal (computer security).
Topics in Mathematics education were tackled in line with various other fields like Lifelong learning, Emotion work and Teacher perceptions. The featured Medical education research zeroes in on concepts in Professional development but also tackles themes under Professional standards. Pre service research in Australian Journal of Teacher Education involves the investigation of Pre-service teacher education studies, all of which are linked to disciplines such as Classroom teaching, Preparedness, Blended learning and Flexibility (personality).
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in Australian Journal of Teacher Education (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in Australian Journal of Teacher Education (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 95.83% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 0.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 50.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 50.00% of all publications and 0.00% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
In addition to contributing to the existing body of knowledge in pedagogy, teacher education, and mathematics education, reading or publishing papers in the Australian Journal of Teacher Education can also open up many career pathways. You can consider various professional roles like teaching, curriculum development, educational consulting, and even in-depth areas like forensic science education. For instance, if you are interested in combining an education career with scientific investigations, you might want to explore how to be a forensic scientist in Vermont, which offers a robust curriculum and training program. Career transitions often involve expanding your knowledge and skills in certain research areas, applying these in practical settings, and publishing articles to increase your visibility in the field. The Australian Journal of Teacher Education could potentially serve as your platform in achieving these career goals. how to be a forensic scientist in Vermont
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