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

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