STEM disciplines teaching in Italy

Authors

  • Stefano Scippo
  • Manuela Montebello
  • Donatella Cesareni

DOI:

https://doi.org/10.7346/SIRD-022020-P35

Keywords:

PISA, TIMSS, TALIS, INVALSI, STEM

Abstract

This study aims to summarize and expand the results of the most recent national and international surveys on teachers of STEM disciplines in Italy, regarding to the following aspects: 1) personal profile, 2) initial and in-service training, 3) didactic practices adopted, 4) school environment. By comparing and elaborating the data collected on samples of Italian teachers from the 2016/17 National Surveys of INVALSI, from PISA 2015, from TIMSS and TIMSS Advanced 2015, from TALIS 2018, and comparing STEM teachers with teachers of humanities, we highlight that: a), among the first, the feminization of the Italian teaching staff is less marked; b) in the primary school the percentage of graduates is lower; c) in the middle school, science teachers update less than mathematics ones; d) in the high school the percentage of those who have received specific training for teaching is lower; e) the frequency of inquiry-based teaching practices, among other practices, is the one that most negatively departs from the average frequency of the OECD countries; f) there are no statistically significant differences between STEM teachers and the other teachers regarding their relationship with the school environment. This analysis suggests the adoption of policies for the insertion in the primary school of graduates teachers, especially in the scientific field, the promotion of a wider initial and in-service training, which includes and incentives a more solid pedagogical preparation also for teachers of the STEM disciplines.

References

IEA (2016a), TIMSS 2015 International results in Mathematics,TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

IEA (2016b), TIMSS 2015 International results in Science, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

IEA (2016c), TIMSS Advanced 2015 International Results in Advanced Mathematics and Physics, TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.

INVALSI, Indagine OCSE PISA 2015 I risultati degli studenti italiani in scienze, matematica e lettura, Rapporto nazionale, gruppo di ricerca PISA 2015 Invalsi.

INVALSI, OCSE PISA 2018 I risultati degli studenti italiani in lettura, matematica e scienze, Rapporto nazionale, Area indagini internazionali Invalsi.

OECD (2016), PISA 2015 Results (Volume II): Policies And Practices For Successful Schools, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264267510-en.

OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en.

Published

2020-12-11

How to Cite

Scippo, S., Montebello, M., & Cesareni, D. (2020). STEM disciplines teaching in Italy. ITALIAN JOURNAL OF EDUCATIONAL RESEARCH, (25), 35-48. https://doi.org/10.7346/SIRD-022020-P35

Issue

Section

Studies