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A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales

Sarah K. Anderson Orcid Logo, Andrew James Davies Orcid Logo, Rachel Lofthouse Orcid Logo, Daryl Phillips, Sevda Ozsezer Kurnuc, Pinky Jain Orcid Logo

The Teacher Educator, Volume: 60, Issue: 4, Pages: 531 - 570

Swansea University Author: Andrew James Davies Orcid Logo

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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...

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Published in: The Teacher Educator
ISSN: 0887-8730 1938-8101
Published: Informa UK Limited 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa69531
first_indexed 2025-05-19T15:20:03Z
last_indexed 2025-11-11T06:50:26Z
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spelling 2025-11-10T14:50:10.4768937 v2 69531 2025-05-19 A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales 0f10dbd0f6e292e5ee4e1801ae95137e 0009-0008-1324-3913 Andrew James Davies Andrew James Davies true false 2025-05-19 SOSS 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. Journal Article The Teacher Educator 60 4 531 570 Informa UK Limited 0887-8730 1938-8101 24 5 2025 2025-05-24 10.1080/08878730.2025.2509163 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Another institution paid the OA fee This work was supported by the Society for Educational Studies 2022 National Award under Grant #318360. 2025-11-10T14:50:10.4768937 2025-05-19T15:48:21.0932793 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Sarah K. Anderson 0000-0001-9084-7413 1 Andrew James Davies 0009-0008-1324-3913 2 Rachel Lofthouse 0000-0002-1660-4699 3 Daryl Phillips 4 Sevda Ozsezer Kurnuc 5 Pinky Jain 0000-0001-7233-3187 6 69531__34351__da45951d5af742998b8dcc1e92acc3c2.pdf 69531.VOR.pdf 2025-05-27T16:26:39.6151409 Output 4504739 application/pdf Version of Record true Copyright: The author(s). This is an open access article distributed under the terms of the creative commons attribution-Noncommercial License which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. true eng http://creative-commons.org/licenses/by-nc/4.0/
title A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
spellingShingle A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
Andrew James Davies
title_short A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
title_full A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
title_fullStr A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
title_full_unstemmed A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
title_sort A Comparative Analysis of Professional Teacher Standards Across the UK Home Nations of England, Scotland, and Wales
author_id_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e
author_id_fullname_str_mv 0f10dbd0f6e292e5ee4e1801ae95137e_***_Andrew James Davies
author Andrew James Davies
author2 Sarah K. Anderson
Andrew James Davies
Rachel Lofthouse
Daryl Phillips
Sevda Ozsezer Kurnuc
Pinky Jain
format Journal article
container_title The Teacher Educator
container_volume 60
container_issue 4
container_start_page 531
publishDate 2025
institution Swansea University
issn 0887-8730
1938-8101
doi_str_mv 10.1080/08878730.2025.2509163
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description 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.
published_date 2025-05-24T07:39:41Z
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score 11.08895

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