Abstract:
Internationally and nationally there is an established discourse particularly in policy literature in which links between teaching standards and teacher learning are commonly taken to be generative for teacher learning. Standards are often seen as providing a framework for guiding the learning of teachers. Many teacher certification procedures use standards together with processes aimed to produce professional learning so that measures of professional learning may well result from the processes independent of any role that the standards might play. This small review aims to provide insight into the nature of the potential relationships between teaching standards and teacher learning through an examination of policy literature and empirical research. Although I find no absolute link between teaching standards and teacher professional learning, there is evidence of potentially complementary and catalytic possibilities between these two constructs.