Abstract
This article describes the evolvement of standards-based reform in teacher education, to highlight the debate concerning this reform and to present the critique leveled, first against the notion of teaching standards, and second against the validity of teacher tests. Part of this critique deals with some negative consequences of standards-based testing such as narrowing the diversity in teacher education programs, homogenizing the characteristics of the teaching force, which hinder candidates entering teaching and causes shortages in qualified teachers. In a context of low occupational prestige of teaching, low and declining salaries, poor working conditions and flat career structures, a warning message is given to those who wish to follow standards-based reform in teacher education.
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