Abstract
BackgroundIn a context of scarce statistical information, this paper focuses on the professional development of Vocational Education and Training teachers in Italy, namely those teaching vocational subjects. It provides a statistical picture of it, in an international perspective and along three dimensions (participation, needs and barriers).MethodsData used in this article originate from the 2013 Teaching and Learning International Survey and they are subject to its methodology. The analysis is carried at upper secondary level of education and adopts a comparative perspective at national and international level. Results for teachers of vocational subjects are compared with those for teachers of general subjects working in schools with and without vocational programmes (used as two distinct groups for contrasts and comparisons). Results for Italy are compared with those for other six countries. Differences across countries and teachers groups are presented, analyzed and discussed, also considering a number of background characteristics of the teachers and of the context in which they work. Methods for statistical analysis rely on inference statistics. Key descriptive findings are highlighted and further investigated by means of logistic regression models.ResultsThe article quantifies, qualifies and internationally benchmarks a core set of figures, which can be used, in a comparative approach, to characterize the VET system in Italy and to report on its future progress in the field of teachers’ professional development.ConclusionsThe article discusses policy relevant implications and advocates for collecting and further developing comparable data in future.
Highlights
In a context of scarce statistical information, this paper focuses on the professional development of Vocational Education and Training teachers in Italy, namely those teaching vocational subjects
The analysis presented in this article can be considered in the wider frame of an investigation of professional development of upper secondary teachers in the light of some key characteristics of them
In almost all domains of competence which were surveyed and analysed, their needs were found considerably high, and significantly higher than in most of other benchmarking countries. These include the domain of students’ behaviour and classroom management, where, In Italy, the level of their needs for professional development was similar to those of teachers of general subjects working in the same schools, but significantly higher than those estimated for teachers of general subjects working in schools without Vocational Education and Training (VET) programmes
Summary
In a context of scarce statistical information, this paper focuses on the professional development of Vocational Education and Training teachers in Italy, namely those teaching vocational subjects. The so called Riga conclusions proposed a concrete set of actions and called for the introduction of systematic approaches and opportunities for the professional development of VET teachers and trainers, both in school and work based settings (Ministers in charge of vocational education and training of EU Member States, Candidate Countries, European Economic Area Countries 2015). Teachers and their professional development are essential to sustain and further develop the attractiveness, the quality and the labour market relevance of VET, including and at upper secondary level of education
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