. A similar development occurred almost in parallel in England. The 1988 Education Reform Act emphasized national regulations on educational performance targets, inspections, regular testing of students, and the publication of these results (Priestley and Biesta, 2013). Within teacher education, the United States and England have also undertaken programme reforms in the direction of accountability, evidence-based teaching, and standards (Darling-Hammond and Lieberman, 2012). …

… On the one hand, new curricula are often marked by the adoption of a progressive education approach (i.e. active learning, child-centred approaches); on the other hand, they emphasize educational outcomes, performativity, and teacher centrality (Priestley and Biesta, 2013). This development can be viewed in light of differences between a continental European tradition and an Anglo-American tradition in terms of how teacher autonomy has been framed historically through the curriculum. …

… A prominent example of a country with ‘high trust’ policies is Finland, where the state frames teachers as autonomous developers of the curriculum rather than as deliverers of the curriculum (Westbury et al., 2005;Mølstad, 2015). The positioning of teachers as deliverers is more prominent in countries where prescribed learning outcomes are used (Priestley and Biesta, 2013) and teaching standards are introduced in teaching and in initial teacher education (Goepel, 2012). In his comparison of student teachers in England, Norway, and Germany, Czerniawski (2011) finds that the English student teachers were more marks-oriented and concerned with being accountable to actors outside schools, whereas the Norwegian and German student teachers were mainly concerned with being accountable to students and parents. …