Matthias Burchardt

Since PISA, schools have been under constant reform pressure under the label of school development: competence orientation, comparative tests, central examinations, individual support, continuous accountability, school programs, steering groups, quality management, school inspections, etc. are supposed to improve schools. However, in the experience of many teachers, they actually have the opposite effect: nonsensical work intensification through bureaucratization, distraction from the core business of teaching, standardization of didactics and methodology, control and loss of pedagogical freedom, subtle or overt pressure to conform from school leadership and authorities, etc. The reforms come in an emphatic language of complete inevitability: Time for Change - It is time for change! New is always better; those who do not participate are outdated and will face gentle or harsh pressure to conform to the new direction.