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A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
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Andrew James Davies ,
Rachel Lofthouse ,
Daryl Phillips,
Sevda Ozsezer Kurnuc,
Pinky Jain
The Teacher Educator, Volume: 60, Issue: 4, Pages: 531 - 570
Swansea University Author:
Andrew James Davies
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DOI (Published version): 10.1080/08878730.2025.2509163
Abstract
This paper presents a comparative analysis of professional standards for newly-qualified teachers across England, Scotland, and Wales, following the 1999 devolution of educational policies. By aligning national frameworks with UNESCO’s Global Framework of Professional Teaching Standards (2019), this...
| Published in: | The Teacher Educator |
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| ISSN: | 0887-8730 1938-8101 |
| Published: |
Informa UK Limited
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa69531 |
| Abstract: |
This paper presents a comparative analysis of professional standards for newly-qualified teachers across England, Scotland, and Wales, following the 1999 devolution of educational policies. By aligning national frameworks with UNESCO’s Global Framework of Professional Teaching Standards (2019), this study critically assesses how teacher competencies are articulated within each jurisdiction. Utilizing critical policy analysis and crosswalk methodology, this research offers the first systematic cross-national comparison of professional teaching standards providing novel insights into devolved educational standards. The findings reveal ideological distinctions: England emphasizes measurable outcomes and accountability, Scotland prioritizes holistic development and social justice, while Wales integrates performance metrics with cultural values. These variations influence teacher preparation, professional development, and student outcomes. This study underscores the need for nuanced, context-sensitive policy approaches that support teacher agency and educational quality, fostering a more coherent and informed debate on the future of teacher education in the UK. |
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| College: |
Faculty of Humanities and Social Sciences |
| Funders: |
This work was supported by the Society for Educational Studies 2022 National Award under Grant #318360. |
| Issue: |
4 |
| Start Page: |
531 |
| End Page: |
570 |