Teacher Competence Frameworks in Europe: policy‐as‐discourse and policy‐as‐practice

This article analyses the growing focus on teacher competences in E uropean policy discourse against the backdrop of global convergences in education reforms. It traces key ideas, policy recommendations, peer learning and documents which underscore the relevance of teacher quality for education improvement, as recently stressed in the E uropean Commission Communication and Staff Working Documents Rethinking Education . The intertwining of teacher competence frameworks with other areas of education policy is outlined — key competences in school education, the quality of initial teacher education, and the continuous professional development of teachers — teasing out reasons for their central role. Some insights from research and peer learning then explore key implications in the defining and implementing of teacher competence frameworks in national education systems. A comparative viewpoint further analyses current policy trends about teacher competences across European national contexts, in discourse and practice. In order to do so, a framework of analysis takes into account system features as key variables affecting national policy — roles and responsibilities of stakeholders, governance and education cultures, and the status of the teaching profession. Across the variety of policy practices, the analysis endeavours to trace some emerging patterns and trends, highlighting paradigmatic national examples, with some food for thought.