Quality standards for lesson planning in the subject of general studies

Abstract

In the context of the output orientation after the PISA study, competences and standards were implemented at all levels of the education system, on the basis of which it was to be standardised and made verifiable. Beyond the function of quality assurance and quality development at the institutional level, standards at the individual level are also associated with hopes of transparency and objective performance assessment. In this respect, however, a discrepancy between claim and reality can be observed, which can be illustrated with regard to the standards for teacher training using the example of planning competence in general studies. Although their relevance is emphasised and their training defined accordingly in curricula, for the accompanying standards a lack of precision as well as a lack of theoretical foundation can be observed Their fundamental potential for the foundation of objective assessment procedures is thus not exhausted. The present paper reacts to the analysis of this state by describing the development of so-called quality standards. These were derived by content analysis on the basis of a previously developed competency model and then validated by specialist heads of the state of North Rhine-Westphalia. The description of their development process is followed by a concluding discussion on the benefits of quality standards for teacher training in the first and second phases.