Conference Program

Several studies have highlighted the central role of teachers in students’ learning processes and their contribution to educational outcomes, as well as their long-term impact on different life outcomes, such as the attainment of higher educational qualifications and higher levels of income (Chetty, Friedman & Rockoff, 2014; Hanushek, 2011; Rockoff, 2004). These findings have strengthened the attention devoted to the quality of teaching and to the development of teachers’ professional competences, also in relation to the role that effective teachers can play in reducing educational inequalities among students (Argentin, 2018).

At the same time, the concept of teacher effectiveness does not have a single, universally accepted definition, as it is linked to different indicators and dimensions of teachers’ work. Moreover, the literature on teacher professionalism highlights the complex nature of teaching, which requires the integration of disciplinary, pedagogical, relational and organizational competences, together with a continuous commitment to professional development (Hargreaves & Fullan, 2012; Ianes et al., 2019). In addition, several studies show that in order to fully exercise their professional role, teachers need adequate personal and professional resources. These resources, together with the support perceived within the school context, are also associated with teachers’ professional well-being (Fiorilli et al., 2019; Skaalvik & Skaalvik, 2017). From this perspective, education and teacher training policies can represent an important context through which to support teachers’ professional development and the resources necessary to carry out educational work. In the Italian context, the regulatory framework concerning teacher education has undergone several reforms in recent decades, from the Scuole di Specializzazione all’Insegnamento Secondario (SSIS) to the Tirocinio Formativo Attivo (TFA), and more recently to the new university-based qualification pathways. These reforms have progressively redefined access to the teaching profession, the professional image of teachers and the competences expected from them.

Starting from these premises, the aim of this contribution is to analyse the transformations of teacher professionalism in Italian secondary schools by connecting teacher education policies, professional competences and the conditions under which teachers exercise their profession. The paper proposes a desk analysis of the main regulatory frameworks that have governed teacher education in Italian secondary schools, combined with a review of the scientific literature and an analysis of secondary sources and data related to teachers’ professional conditions.