Abstract
The paper aims to contribute to the debate on pre-school and primary education training through the analysis of a country case. The first part of the paper will explore how the relationships between these two parts of the education system has been constructed and evolved over time in the context of local socio-cultural conditions. The second part of the paper will investigate the impact that such developments had on the professional preparation of pre-school and primary school teachers and it will give a critical account of recent trends starting from a rigorous analysis of pathways of continuity and change. The assumption underlying this paper is that any reflection on the design of teacher’s initial preparation shall not overlook the historical processes and the local socio-cultural conditions within which educational systems are embedded and constantly changing. The concluding part of the paper will outline conceptual categories for looking critically into the challenges and possibilities posed by recent reform trends concerning teachers’ professional preparation across the early childhood and compulsory school education field.
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Notes
- 1.
Specifically the government bodies responsible for zero to three ECE services are the Ministero del lavoro e delle politiche sociali and the Dipartimento per le politiche della famiglia.
- 2.
The Ministry of Education (Ministero dell’Istruzione Università e Ricerca) is also responsible for Compulsory Education at primary and secondary level (scuola primaria e secondaria) as well as for University and Research.
- 3.
As consequence of the split system stark disparities exists concerning children’s access to ECE services. While services for under-threes are attended by 12.7 % of children on national average—with important regional disparities in participation rates (vgl. ISTAT 2010)—pre-schools are attended by over 96 % of the children aged three to six years old on national average (vgl. EURYDICE 2011).
- 4.
As the responsibility for regulation and management of zero to three services is decentralised, qualification requirements for nido educators vary according to regional legislation and local administrations.
- 5.
Nowadays the scuola a tempo pieno model is still operating over a time frame of 40 h a week.
- 6.
The organisational model of scuola a tempo pieno was introduced in state primary school by Law 820/1971 while the participatory management of school institution was ratified by Law 416/1974 on collegiate bodies.
- 7.
In the Italian education system all children with special needs are included in integrated settings where they avail of the support of a special needs teacher who works a in team with the class teachers.
- 8.
They are part-time pre- and primary school teachers who are recruited by the University as students’ tutors and supervisors.
- 9.
www.miur.it/0006Menu_C/0012Docume/0098Normat/4640Modifi_cf2.htm (Zugriff: 23.02.2014).
- 10.
Law 244/2007 (National Budget) and Law 133/2008 (extraordinary measures undertaken for the reduction of public expenditure). The reduction of public expenditure in relation to the training and recruitment of teachers is explicitly mentioned in art. 4 of Law 133/2008 that was jointly enacted by the Ministry of Education and the Ministry of Finance.
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Lazzari, A., Balduzzi, L. (2014). The Relationship Between ECE and CSE in the Training Field. The Italian Case. In: Cloos, P., Hauenschild, K., Pieper, I., Baader, M. (eds) Elementar- und Primarpädagogik. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-03811-3_6
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