Mincu, Monica E;
Romiti, Sara;
(2022)
Evidence Informed Practice in Italian Education.
In: Brown, Chris and Malin, Joel R, (eds.)
The Emerald Handbook of Evidence-Informed Practice in Education: Learning from International Contexts.
(pp. 291-302).
Emerald: Leeds, UK.
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Abstract
The Italian system of education is characterised by weak school autonomy, strong teacher autonomy, and lack of collegial cultures. From the point of the cohesion/regulation matrix, the Italian case is rather of an individualist type with some fatalist notes, given a widespread culture of pedagogical egalitarianism and the existence of formal collegial bodies. There are many barriers to the introduction of evidence-based practice in Italian teaching. At the same time, some major enablers at the school level are as a self-evaluation school rapport and a school improvement plan. At the school system level, the Institute for school evaluation is as a key player contributing to the advancement of a culture of EIP. We argue that an enduring centralization model with weak coordination mechanisms at the school level is not suitable to mobilize academic research knowledge across the Italian system. A new governance mechanism based on widely disseminated policies would be of critical importance in the Italian case, in order to improve the use of EIP in schools and to enhance the skills of teachers and school leaders through professional development.
| Type: | Book chapter |
|---|---|
| Title: | Evidence Informed Practice in Italian Education |
| ISBN-13: | 9781800431416 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1108/978-1-80043-141-620221032 |
| Publisher version: | https://doi.org/10.1108/978-1-80043-141-620221032 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Educational policy, School autonomy, Teacher collaboration, Evidence based practice, School improvement, School self-evaluation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10198874 |
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