Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany

Page, Tina M.

Abstract

Over the last decade the introduction of professional standards and competences in Initial Teacher Education for Secondary teachers in England, France, and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers has offered challenges for policy makers, teacher educators, student teachers, and teachers alike. The concept of standardised teacher education feeds into the idea that there is some convergence towards a uniform teacher ideal. An examination of the skills required of teachers in each of the three countries in this study reveals distinct education systems where path divergence is more evident.

Citation

Page, T. M. (2015). Common pressures, same results? Recent reforms in professional standards and competences in teacher education for secondary teachers in England, France and Germany. Journal of education for teaching : JET, 41(2), 180-202. https://doi.org/10.1080/02607476.2015.1011900

• Acceptance Date: Jan 22, 2015
• Online Publication Date: Feb 27, 2015
• Publication Date: Mar 15, 2015
• Deposit Date: Aug 10, 2015
• Publicly Available Date: Nov 23, 2017
• Journal: Journal of education for teaching : international research and pedagogy
• Print ISSN: 0260-7476
• Electronic ISSN: 1360-0540
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 41
• Issue: 2
• Pages: 180-202
• DOI: https://doi.org/10.1080/02607476.2015.1011900
• Keywords: Teacher training; Professionalisation; Standards; Competences; Performance; England; France; Germany
• Public URL: https://hull-repository.worktribe.com/output/377533
• Publisher URL: http://www.tandfonline.com/doi/full/10.1080/02607476.2015.1011900#.VcjGNXFVhBc
• Additional Information: Authors' accepted manuscript of article published in: Journal of education for teaching : international research and pedagogy, 2015, v.41, issue 2.