eprintid: 10199653
rev_number: 11
eprint_status: archive
userid: 699
dir: disk0/10/19/96/53
datestamp: 2024-11-05 16:07:12
lastmod: 2024-11-06 10:34:28
status_changed: 2024-11-05 16:07:12
type: book_section
metadata_visibility: show
sword_depositor: 699
creators_name: Mincu, Monica E
title: Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy
ispublished: pub
divisions: UCL
divisions: B16
divisions: B14
divisions: J82
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: This paper proposes the idea of ‘fragmented professionalism’ in order to understand how Italian teachers learn to teach throughout their careers and how this aspect of the profession has changed in recent decades. Drawing on a concept of ‘externally driven professionalism’, in which behaviours are stimulated by regulations and other institutional influences, I will trace the recent political orientation in this field. Fragmentation can be understood either in terms of a lack of specific initial preparation or of diversity in this provision, as well as a lack of or inconsistency in the continuous professional development of teachers in schools. This analysis will consider policy trends emerging from two key policy documents issued by the Ministry of Instruction, Education and Univeristies (MIUR): Plan for Teacher Training 2016–2019 and Law 377 on reordering, adapting and simplifying ITT and access to secondary school teaching positions to place greater social and professional value on the teaching profession. I aim to investigate how externally driven professionalism may be oriented either towards coherence or fragmentation, and how accountability may act as a major contextual force. The research question is twofold: Which institutional patterns, structures and processes are the major determinants of externally driven professionalism in Italy, and how can these be assessed?
date: 2018-07-04
date_type: published
publisher: Springer
official_url: https://doi.org/10.1007/978-981-10-8279-5_16
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 2329645
doi: 10.1007/978-981-10-8279-5_16
isbn_13: 978-981-10-8278-8
lyricists_name: Mincu, Monica
lyricists_id: MMINC04
actors_name: Mincu, Monica
actors_id: MMINC04
actors_role: owner
full_text_status: public
series: Perspectives on Rethinking and Reforming Education (PRRE)
place_of_pub: Cham, Switzerland
pagerange: 235-244
book_title: Education Policies and the Restructuring of the Educational Profession: Global and Comparative Perspectives
editors_name: Normand, Romuald
editors_name: Liu, Min
editors_name: Carvalho, Luís Miguel
editors_name: Oliveira, Dalila Andrade
editors_name: LeVasseur, Louis
citation:        Mincu, Monica E;      (2018)    Overcoming Fragmented Professionalism? Accountability for Improvement in Teacher Preparation in Italy.                    In: Normand, Romuald and Liu, Min and Carvalho, Luís Miguel and Oliveira, Dalila Andrade and LeVasseur, Louis, (eds.) Education Policies and the Restructuring of the Educational Profession: Global and Comparative Perspectives. (pp. 235-244).   Springer: Cham, Switzerland.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10199653/3/Mincu_Overcomingfragmentedprofessionalism-2-4.pdf