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Table 8 Teachers of vocational subjects (Group C) declaring a high level of need for professional development by domain: differences with Group A of teachers, in percentage points (pps) and standard error of the difference (s.e.), Italy, 2013

From: The professional development of VET teachers in Italy: participation, needs and barriers. Statistical quantifications and benchmarking in an international perspective

Domain for professional development Teachers of vocational subjects in schools with VET programmes
(Group C)
Teachers of general subjects in schools with no VET programme
(Group A)
Difference
(C) − (A)
% s.e. % s.e. pps s.e.
D1-knowledge and understanding of my subject(s) 20.3 1.7 21.6 1.2 − 1.2 2.1
D2-pedagogical competencies in teaching my subject(s) 19.8 2.0 24.1 1.4 − 4.4 2.4
D13-knowledge of the curriculum 9.6 1.5 8.4 1.0 1.2 1.8
D3-student evaluation and assessment practice 17.9 1.5 25.4 1.5 − 7.5 (*) 2.1
D4-ICT skills for teaching 29.7 2.2 38.7 1.6 − 9.0 (*) 2.7
D5-student behaviour and classroom management 23.7 1.9 18.8 1.3 5.0 (*) 2.3
D14-school management and administration 9.7 1.3 9.9 0.8 − 0.2 1.5
D6-approaches to individualised learning 14.5 1.5 17.3 1.2 − 2.8 1.9
D7-teaching to students with special needs 24.7 2.2 22.9 1.5 1.8 2.7
D8-teaching in a multicultural or multilingual setting 24.3 1.8 25.7 1.3 − 0.9 2.1
D9-teaching cross curricular skills 21.5 1.7 20.7 1.1 1.4 2.2
D10-approaches to developing cross-occupational competencies for future work/studies 21.5 1.8 19.4 1.1 2.2 2.1
D11-new technologies in the workplace 39.2 2.0 33.6 1.3 5.6 (*) 2.4
D12-student career guidance and counselling 18.9 1.6 19.9 1.2 − 1.0 2.0
  1. A positive value of the difference indicates that in Italy, in a given domain, teachers of vocational subjects declare higher needs for professional development than teachers of general subjects. The (*) indicates that the difference is statistically significant at 95% level of significance