Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/337402 
Year of Publication: 
2025
Series/Report no.: 
Cedefop working paper series No. 27
Publisher: 
Publications Office of the European Union, Luxembourg
Abstract: 
This working paper explores the multifaceted role of learning outcomes across the continuum of teacher education, spanning initial teacher education, induction, and continuing professional development. Drawing on a literature review and data from 10 case studies conducted as part of Cedefop's project 'The shift to learning outcomes: Rhetoric or reality?', it examines how learning outcomes shape teachers' lifelong learning through five interrelated functions: structuring curricula and assessment, shaping career progression pathways, guiding teacher appraisal, supporting the recognition of prior learning, and strengthening professional identity and agency. Findings reveal considerable variation in how systematically learning outcomes are embedded in teacher education across countries. While they confirm the transversal potential of learning outcomes as a policy tool, their influence depends on how they are designed, interpreted and enacted in ways that empower rather than constrain teachers. The study argues that their contribution to coherence relies on local professional cultures and sustained capacity-building.
Persistent Identifier of the first edition: 
ISBN: 
978-92-896-3912-5
Creative Commons License: 
cc-by Logo
Document Type: 
Working Paper

Files in This Item:
File
Size
1.04 MB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.