„Wir sind nicht gegen Leistung und wir sind auch nicht für Kuschelabitur“

Anyone seeking to understand the dynamics of education policy reforms will find in this study the first comprehensive analysis of German teacher associations’ positions on a nationwide Abitur. Drawing on historical institutionalism, it shows why argumentative patterns have changed only marginally since the PISA shock of 2001 and how path-dependent mechanisms generate stability. Methodologically, it combines document analysis with expert interviews, offering insights into the discourses and interpretive frameworks of the associations. The findings highlight the tension between comparability, performance standards, and pedagogical autonomy.

Jana Lambur is a senior teacher and head of lower secondary education at a German Gymnasium.