TALIS Survey. What do we know about Italian teachers and their teaching practices?

Abstract

It might seem necessary, in thinking about educational research questions, to focus mainly on learners, on the ways in which they learn, on the contexts in which they are inserted, on the interactions they have with peers at school and outside. The perspective that this contribution proposes is instead reversed: it focuses on the impact that each teacher can have on the teaching-learning processes, considering it among the factors that can actually make the difference in the levels of learning produced, in accordance
with what the scientific literature industry reports. More specifically, it may therefore be worth asking what are the most widespread teaching practices in schools, an aspect that has been studied for some time now, as an inescapable interpretative key for accessing the “black box” of educational quality, not only in Italy.