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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.

Authors

Tina M. Page

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.

Journal Article Type Article
Publication Date Mar 15, 2015
Journal Journal of education for teaching : international research and pedagogy
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor & Francis (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
Publisher URL http://www.tandfonline.com/doi/full/10.1080/02607476.2015.1011900#.VcjGNXFVhBc
Copyright Statement ©2015 University of Hull
Additional Information Authors' accepted manuscript of article published in: Journal of education for teaching : international research and pedagogy, 2015, v.41, issue 2.

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