Skip to main content
SpringerLink
Log in
Book cover

Teacher Education in the Global Era pp 115–132Cite as

Teacher Education in Italy

  • Chapter
  • First Online:

Abstract

The teacher education system in Italy has had many modifications during the years, and moreover, it was and is still today organized in a differentiated way according to the different school grades. The common element that links the entire system is the logic that governs recruitment policies that is informed by the government and based on a system of placement through public competition for qualifications and examinations.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Anceschi, A., & Scaglioni, R. (2010). Formazione iniziale degli insegnanti in Italia: tra passato e futuro. L’esperienza SSIS raccontata dai suoi protagonisti. Napoli: Liguori.

    Google Scholar 

  • Anderson, J. B., & Erickson, J. A. (2003). Service-learning in pre-service teacher education. Academic Exchange Quarterly, 7(2), 111–115.

    Google Scholar 

  • Argyris, C. (1982). Reasoning, learning, and action: Individual and organizational (pp. 85–101). San Francisco: Jossey-Bass.

    Google Scholar 

  • Astin, A. W., Vogelgesang, L. J., Ikeda, E. K., & Yee, J. A. (2000). How service learning affects students. Higher Education, Paper 144.

    Google Scholar 

  • Astin, A. W., Vogelgesang, L.J., Misa, K., Anderson, J., Denson, N., Jayakumar, U., et al. (2006). Understanding the effects of service-learning: A study of students and faculty. Retrieved from University of California, Los Angeles, Higher Education Research Institute (ver. 15.12.2015).

    Google Scholar 

  • Baldwin, S., Buchanan, A., & Rudisill, M. (2007). What teacher candidates learned about diversity, social justice, and themselves from Service Learning experiences. Journal of Teacher Education, 58, 315–327.

    Google Scholar 

  • Basilica, F., & Fiandaca, L. (2013). Il diritto scolastico. Editoriale Scientifica: Casi e questioni.

    Google Scholar 

  • Berardi, R. (2001). La scuola nella prima Repubblica: dai taccuini di un ispettore centrale. Armando Editore.

    Google Scholar 

  • Betti, C. (2006). La formazione universitaria dei maestri. In G. Di Bello (a cura di), Formazione e società della conoscenza. Storie, teorie, professionalità (pp. 29–40). Atti del Convegno di Studi, Firenze, 9–10 novembre 2004. Firenze, Firenze University Press).

    Google Scholar 

  • Brookfield, D. S. (1995). Becoming a critically reflective teacher ( vol. 247, pp. 13–25). Jossey-Bass, San Francisco.

    Google Scholar 

  • Buchanan, A. M., Baldwin, S. C., & Rudisill, M. E. (2002). Service learning as scholarship in teacher education. Educational Researcher, 31(8), 30–36.

    Google Scholar 

  • Cappa, C., Niceforo, O., & Palomba, D. (2013). La formazione iniziale degli insegnanti in Italia. Revista Española de Educación Comparada, 22, 139–163.

    Google Scholar 

  • Carrington, S., & Saggers, B. (2008). Service-learning informing the development of an inclusive ethical framework for beginning teachers. Teaching and Teacher Education, 24, 795–806.

    Google Scholar 

  • Cassese S. (1970). Un programmatore degli anni trenta: Giuseppe Bottai. In «Politica del Diritto», I, pp. 404–477.

    Google Scholar 

  • Cerini, G. (2012). Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, MIUR, Roma.

    Google Scholar 

  • Chiosso, G. (1988). I cattolici e la scuola dalla Costituente al centro-sinistra. La Scuola.

    Google Scholar 

  • Chiosso, G. (2001). Motivi pedagogici e politici nei lavori dell’inchiesta Gonella (1947–1949) e Cattolici e riforma scolastica. L’Italia nel secondo dopoguerra (1949–1951). In A Bianchi (ed.), Scuola e società nell’Italia unita: dalla Legge Casati al Centro-sinistra. Editrice La Scuola, Brescia.

    Google Scholar 

  • Chiosso, G. (2006). Verso un nuovo modello scolastico: il caso dell’Italia. In F. Gobbo (Ed.), Le scuole degli altri. Le riforme scolastiche nell’Europa che cambia, SEI, Torino.

    Google Scholar 

  • Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17(1), 89–106.

    Google Scholar 

  • Cooper, J. E. (2007). Strengthening the case for community-based learning in teacher education. Journal of Teacher Education, 58(3), 245–255.

    Google Scholar 

  • Dal Passo, F., & Laurenti, A. (2017). La scuola italiana. Aprilia: Novalogos.

    Google Scholar 

  • De Fort, E. (2013). I professori. In M. Fugazza, & C.G. Lacaita (Eds.), L’istruzione secondaria nell’Italia unita 1861–1901. Franco Angeli, Milano.

    Google Scholar 

  • DePrince, A. P., Priebe S. J., & Newton, T. (2011). Learning about violence against women in research methods: A comparison to traditional pedagogy. Psychological trauma; Theory, Research, Practice and Policy, 3, 215–222.

    Google Scholar 

  • Dewey, J. (1929). The sources of a science of education. New York: Horace Liveright.

    Google Scholar 

  • Erickson, J. A., & Anderson, J. B. (Eds.) (1997). Learning with the community: Concepts and models for service-learning in teacher education. Washington, DC: American Association for Higher Education. (ERIC Document Reproduction Service No. ED 416179).

    Google Scholar 

  • European Commission. (2014). Initial teacher education in Europe: An overview of policy issues. Prepared by Caena F. for European Commission.

    Google Scholar 

  • Eyler, J., & Giles, D. (1999). Where’s the learning in service learning?. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Farnsworth, V. (2010). Conceptualizing identity, learning and social justice in community-based learning. Teaching and Teacher Education, 26, 1481–1489.

    Google Scholar 

  • Felten, P., & Clayton, P. H. (2011). Service-Learning. New directions for teaching and learning, 128, 75–84.

    Google Scholar 

  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and teacher education, 16(8), 811–826.

    Google Scholar 

  • Harkavy, I., & Hartley, M. (2010). Pursuing Franklin’s dream: Philosophical and historical roots of service learning. American Journal of Psychology, 46(3–4), 418–427.

    Google Scholar 

  • Hart, M., & King, J. R. (2007). Service Learning and literacy tutoring: academic impact on pre-service teachers. Teaching and Teacher Education, 23, 323–338.

    Google Scholar 

  • Inzerillo, G. (1974). Storia della politica scolastica in Italia: da Casati a Gentile (Vol. 30). Editori riuniti.

    Google Scholar 

  • Jackson, C., Mohr-Schroeder, M., Cavalcanti, M., Albers, S., Poe, K., Delaney, A., et al. (2018). Prospective mathematics teacher preparation: Exploring the use of service learning as a field experience. Fields Mathematics Education Journal, 3(5), 1–21.

    Google Scholar 

  • Jalongo, M. R., Isenberg, J. P., & Gerbracht G. (1995). Teachers’ stories: From personal narrative to professional insight. The Jossey-Bass Education Series. Jossey-Bass, Inc., Publishers, 350 Sansome Street, San Francisco.

    Google Scholar 

  • Korthagen, F. A. (1993). Two modes of reflection. Teaching and Teacher Education, 9(3), 317–326.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Leeman, J. (2011). Standards, Commodification, and critical service learning in minority language communities. The Modern Language Journal, 95(2), 300–303.

    Google Scholar 

  • Lyons, N. O. N. A. (2002). The personal self in a public story: The portfolio presentation narrative. In Narrative inquiry in practice: Advancing the knowledge of practice (pp. 87–100).

    Google Scholar 

  • Maddrell, J. (2014). Service-learning instructional design considerations. Journal of Computing in Higher Education, 26(3), 213–226.

    Google Scholar 

  • May, M. E., Chitiyo, J., Goodin, T., Mausey, A., & Swan-Gravatt, C. (2018). A service learning model for special education teacher preparation in secondary transition pro-gramming. Career Development and Transition for Exceptional Individuals, 41(3), 156–165.

    Google Scholar 

  • McMillan, J. (2011). What happens when the university meets the community? Service learning, boundary work and boundary workers. Teaching in Higher Education, 16(5), 553–564.

    Google Scholar 

  • Moore, A. (2007). Beyond reflection: Contingency, idiosyncrasy and reflexivity in initial teacher education. In Educational research and evidence-based practice (pp. 121–138). Sage Publications, Los Angeles.

    Google Scholar 

  • Mortari, L. (2003). Apprendere dall’esperienza. Carocci: Il pensare riflessivo nella formazione.

    Google Scholar 

  • Mortari, L. (2009). Ricercare e riflettere: la formazione del docente professionista, Carocci.

    Google Scholar 

  • Mortari, L., & Silva R. (2018). La riflessione tra pratica e sapere. In I. Bolognesi, & M. D’Ascenzo (Eds.), Insegnanti si diventa. L’esperienza di Tirocinio nei Corsi di Laurea Magistrale in Scienze della Formazione Primaria (pp. 223–234). Franco Angeli, Milano.

    Google Scholar 

  • Mortari, L. (Ed.). (2017). Service Learning. Per un apprendimento responsabile. Milano: FrancoAngeli.

    Google Scholar 

  • Mortari, L., Silva, R., Girelli, C., & Ubbiali, M. (2017). Rethinking apprenticeship in pre-service teachers’ training. Journal of Education and Human Development, 6(2), 76–85.

    Google Scholar 

  • Natale, G., Petrucci, A., Colucci, F. P., & Natoli, A. (1976). La scuola in Italia: dalla legge Casati del 1859 ai decreti delegati. G. Mazzotta.

    Google Scholar 

  • Ross, E. W., Cornett, J., & McCutcheon, G. (1992). Teacher personal theorizing: Connecting curriculum practice, theory, and research. SUNY Press.

    Google Scholar 

  • Rugiu, A. S., & Santamaita, S. (2014). Il professore nella scuola italiana dall’Ottocento a oggi. Gius: Laterza & Figli Spa.

    Google Scholar 

  • Russell, N. M. (2007). Teaching more than English: Connecting ESL students to their community through service learning. Phi Delta Kappa, 88, 770–771.

    Google Scholar 

  • Sanders, D. P., & McCutcheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2(1), 50–67.

    Google Scholar 

  • Schon, D. A. (1991). The reflective turn. New York: Teacher College Press.

    Google Scholar 

  • Swick, K. J. (2001). Nurturing decency through caring and serving during the early child-hood years. Early Childhood Education Journal, 29(2), 131–137.

    Google Scholar 

  • Tammaro, R., Petolicchio, A., & D’Alessio, A. (2017). Formazione dei docenti e sistemi di reclutamento: un Leitmotiv. Italian Journal of Educational Research, 19, 53–68.

    Google Scholar 

  • Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory and PRACTICE, 1(1), 33–50.

    Google Scholar 

  • Verducci, S., & Pope, D. (2001). Rationales for integrating service-learning in teacher education. In J. B. Anderson, K. J. Swick, & J. Yff (Eds.), Service-learning in teacher education: Enhancing the growth of new teachers, their students, and communities (pp. 2–18). Washington, DC: AACTE.

    Google Scholar 

  • Wade, R. (1997). Empowerment in student teaching through community service learning. Theory into Practice, 36(3), 184–191.

    Google Scholar 

  • Wade, R. C., & Anderson, J. B. (1996). Community service-learning: A strategy for preparing human service-oriented teachers. Teacher Education Quarterly, 59–74.

    Google Scholar 

  • Wasserman, K. B. (2009). The role of Service-Learning in transforming teacher candidates’ teaching of reading. Teaching and Teacher Education, 25, 1043–1050.

    Google Scholar 

  • Wenger, E. (1998). Communities of practice. Learning, meaning and identity. Cambridge: Cambridge University Press.

    Google Scholar 

  • Yogev, E., & Michaeli, N. (2011). Teachers as society-involved “organic intellectuals”: Training teachers in a political context. Journal of Teacher Education, 62(3), 312–324.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Verona, Verona, Italy

    Luigina Mortari & Roberta Silva

Authors
  1. Luigina Mortari
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Roberta Silva
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Luigina Mortari .

Editor information

Editors and Affiliations

  1. Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, India

    Karanam Pushpanadham

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Mortari, L., Silva, R. (2020). Teacher Education in Italy. In: Pushpanadham, K. (eds) Teacher Education in the Global Era. Springer, Singapore. https://doi.org/10.1007/978-981-15-4008-0_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4008-0_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4007-3

  • Online ISBN: 978-981-15-4008-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation