00 SES 03, Teacher Education in Italy: Challenges and perspectives
Teacher quality has been recognised as the most school-related factor that influence the quality of students learning (Hattie, 2009). Therefore, has been given a special attention on policies, curriculum, and practices in teacher education programs all over the world. In Italy, for a long time, the professional preparation of teachers was one of the weakest points of the educational system. In the last years, the Italian government implemented different reforms in order to improve the initial teacher education and to support both the working insertion and the life of Italian teachers. The assumption is that the quality of the whole system is assured by the quality of preparation of people working in it. The papers in this symposium present and reflect on the initial and continuous teacher education programs that are following such reforms.
Teacher Education of kindergarten and primary school teachers: some Italian research perspectives on teacher change studies
Starting from an overview of international studies on teacher change, some Italian research studies on the beliefs and practices of pre-service teachers are presented. In the teacher education of kindergarten and primary school teachers it is fundamental to analyse how beliefs and practices evolve in order to orient the curricula and improve the training methodologies in higher education programs. The contribution presents a brief overview of Italian empirical research in this area and some specific results.
Initial Teacher Education of high school teachers: some Italian experiences
For a long time, in Italy, teacher education programs of high school teachers privileged subject matter knowledge. Up to the threshold of the year 2000 the Italian system did not foresee any didactic preparation for the future teachers; in fact courses focused mainly on the content knowledge. The idea on the basis of teacher education system was that “to know” it also meant “to know how to teach”. After a first experience of biennial specialization for the future high school teacher, in year 2011-12 have been organized new annual courses for the initial teachers’ training. A recently approved law (n. 107/2015) defines a new system for teacher education and recruitment. The contribution aims to analyse this development focusing the attention on the necessary balance between practical experience and theoretical knowledge and on what research suggests for the initial teacher education.
Continuing Professional Development (CDP) for teachers is the heart of the European strategy to improve the instruction quality. A high-quality CPD is critical to warranty relevant knowledge and competencies to be efficacy in today’s classrooms. The contribution shows two in-service training models which apply adult learning approaches based on support for effective and innovative teaching methods. The first model consists in a two-level training: the first one is based on courses, the second one is based on support activities delivered by facilitators. This approach aims to disseminate the use of Cooperative Learning in K-12 classrooms. The second model proposes the videotaping to encourage the development of pedagogical knowledge about one of the high effect-size factors in teaching and learning processes: the formative feedback..
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass. Darling-Hammond, L. (2009). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35–47. doi:10.1177/0022487109348024 Darling-Hammond, L., & Lieberman, A. (2012) (eds.). Teacher Education around the world: changing policies and practices. London: Routledge. Darling-Hammond, L. (2017). Teacher education around the world: what can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309 European Commission/EACEA/Eurydice (2015). The Teaching Profession in Europe: Practices, Perceptions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union. Gentile M. e Tacconi, G. (2016). Visione professionale e video-riprese di azioni d’insegnamento: una rassegna sul costrutto e sugli approcci formativi. FORMAZIONE & INSEGNAMENTO, 14(3), pp. 243-261. Hattie, J.A.C., (2009). Visible Learning. A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Hattie, J.A.C., (2012). Visible learning for teachers. Maximizing impact on learning. New York, NY: Routledge. Hunde, A.B. & Tacconi, G. (2014). Teacher educators’ practices from the view of building lifelong learning in student teachers. Procedia in Social and Behavioral Sciences, 136 (496-500) Korthagen, F., Loughran, J., & Lunenberg, M. (2005). Teaching teachers—studies into the expertise of teacher educators: an introduction to this theme issue. Teaching and Teacher Education, 21(2), 107–115. doi:10.1016/j.tate.2004.12.007 Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041. doi:10.1016/j.tate.2006.04.022 Loughran, J. (2010). What expert teachers do : Enhancing professional knowledge for classroom practice . New York, London: Routledge. McDonald, M. Kazemi, E. & Kavanagh, S. (2013). Core practices and Pedagogies of Teacher Education: A call for a common language and collective activity. Journal of Teacher Eduction, 64 (5) 378-386 MIUR (2016b). Piano per la formazione dei docenti 2016-2019. MIUR: Roma. OECD (2014). TALIS 2013 Results. An International Perspective on Teaching and Learning. Paris: OECD. Samples, J. & Copeland, S. (2013). The Universality of good teaching: A study of descriptors across disciplines. International Journal of Teaching and Learning in Higher Education, 25 (2), 176-188 Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, pp. 56-65. Tacconi, G. (2015). Tra scuola e lavoro. Una prospettiva didattica sul secondo ciclo del sistema educativo di istruzione e formazione. Roma: LAS.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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