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FrancoAngeli Journals

Saggi e ricerche

Vol. 6 No. 2 (2021): La formazione iniziale e continua nell'educazione, nella formazione e nell'istruzione: modelli formativi, pratiche didattiche e strategie di valutazione

A comparative research: Teacher education in Sweden and Italy, STEM education, ICT, role and functions of universities

DOI
https://doi.org/10.3280/exioa2-2021oa13015
Submitted
settembre 16, 2021
Published
2021-12-23

Abstract

The purpose of comparative research is to identify the peculiar aspects of the training paths of secondary school teachers in two different countries: Sweden and Italy. For initial education is concerned, the two different paths for obtaining the qualification for teaching and the related reforms implemented were compared. For continuing education, the coaching activities (Talis, 2018) were compared, as they are able to promote the sense of self-efficacy and the identity of the teacher, as well as facilitate the integration of theory and practical activities in training courses. We set out to achieve two specific objective: to investigate students’ skills in STEM disciplines to understand teachers’ competence in this area and to detect the use that teachers make of ICT; to compare the activities carried out by Swedish and Italian universities in teacher education, identifying their respective critical areas. Thanks to the PISA 2018 data it was possible to make a comparison between the skills of students in STEM disciplines, in particular in mathematics and science. In this case, we preferred to use the data concerning the students, as they considered more reliable to understand the teachers’ competence. Talis 2018 data was instead to compare the teachers’ skills in using ICT in the classroom. Finally, examining the international scientific literature, it was possible to identify the activities carried out by Swedish and Italian universities in teacher education. The results of survey highlighted marked differences in the role that Swedish and Italian university play in teacher education, as well as a divergence in teachers’ skills in STEM education and in the use of ICT.

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