Malandrino, Anna (2021). Le politiche per la formazione iniziale degli insegnanti e l'accesso alla professione in Italia: caratteristiche e criticità alla luce dell'institutional layering. Rivista italiana di politiche pubbliche, 16(2), pp. 161-190. Il Mulino 10.1483/101688
Full text not available from this repository. (Request a copy)Building upon a reconstruction of Italian teacher training and qualification policies from the 1990s to date, achieved through the study of relevant decisions and multidisciplinary literature, the article represents an empirical application of the institutional layering model in its recent reformulation. It identifies the layering contents in terms of actors, ideas, and policy instruments, as well as the criticalities that are inherent in policy design and implementation, which lead to different types of stratifications. The study has a threefold aim: to analyze and explain the policy dynamics in action, to connect the international public policy literature with the empirical data regarding the national measures examined, and to foster a debate on Italian school education policies from a public policy perspective in the face of the scarcity of scientific contributions in this sense.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
11 Centers of Competence > KPM Center for Public Management |
UniBE Contributor: |
Malandrino, Anna |
Subjects: |
300 Social sciences, sociology & anthropology > 350 Public administration & military science |
ISSN: |
1722-1137 |
Publisher: |
Il Mulino |
Language: |
Italiano |
Submitter: |
Anna Malandrino |
Date Deposited: |
20 Apr 2022 11:17 |
Last Modified: |
05 Dec 2022 16:18 |
Publisher DOI: |
10.1483/101688 |
URI: |
https://boris.unibe.ch/id/eprint/169212 |
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