Teachers’ Pedagogical Autonomy, Professional Development and Students’ Digital Skills: New Evidence from Italy

Kameshwara, K., Eryilmaz, N., Tian, M. and Sandoval-Hernández, A. 2020. Teachers’ Pedagogical Autonomy, Professional Development and Students’ Digital Skills: New Evidence from Italy. Autonomie Locali e Servizi Sociali. 2, pp. 421-439. https://doi.org/10.1447/98729

TitleTeachers’ Pedagogical Autonomy, Professional Development and Students’ Digital Skills: New Evidence from Italy
TypeJournal article
AuthorsKameshwara, K., Eryilmaz, N., Tian, M. and Sandoval-Hernández, A.
Abstract

In light of the recent education reforms in Italy (La Buona Scuola, Law 107/15) featuring autonomy and digital skills, this paper examines the impact of teachers’ pedagogical autonomy on students’ computer literacy. The empirical analysis is conducted using data from the latest cycle of the International Computer and Information Literacy Study (ICILS 2018). Our results show that teachers’ pedagogical autonomy in itself is not significantly associated with students’ digital skills, but that when combined with certain types of professional development, it can positively influence students’ computer literacy. Based on our results, we argue for more localised resources and opportunities to be used for teachers to engage in reciprocal professional development via spontaneous peer support and learning over top-down standardised professional development programmes.

JournalAutonomie Locali e Servizi Sociali
Journal citation2, pp. 421-439
ISSN0392-2278
Year2020
PublisherSocietà Editrice Il Mulino S.p.A.
Digital Object Identifier (DOI)https://doi.org/10.1447/98729
Publication dates
Published31 Aug 2020

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