[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598469-105":59,"doc-detail-598469-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-italian-way-to-the-europeanisation-of-teacher-education-an-analysis-of-reforms-and-the-ongoing-experience-of-digital-transformation","The Italian Way to the Europeanisation of Teacher Education - An Analysis of Reforms and the Ongoing Experience of Digital Transformation","","The paper analyses how Europeanisation of teacher education unfolds in Italy, especially under the acceleration of digital transformation triggered by the Covid-19 emergency. It examines reforms that translate European recommendations into national training systems while accounting for specific political cultures and historical trajectories. Two complementary approaches are presented: a documentary review of recent ministerial reforms and a case description of the DidaSco continuous professional development programme at the University of Bari. The findings outline a possible “Italian way” built through digital transformation opportunities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-italian-way-to-the-europeanisation-of-teacher-education-an-analysis-of-reforms-and-the-ongoing-experience-of-digital-transformation/598469/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-italian-way-to-the-europeanisation-of-teacher-education-an-analysis-of-reforms-and-the-ongoing-experience-of-digital-transformation/598469.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role did the Covid-19 emergency play in teachers’ adoption of digital tools?","Question",{"text":112,"@type":113},"It compelled teachers to reshape their teaching approach, enabling them to better recognise technologies as interaction tools and as drivers of professional growth.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper conceptualise Europeanisation of teacher education?",{"text":117,"@type":113},"It frames Europeanisation as a process that recognises national histories and political cultures while offering shared categories of analysis, including the challenge of the general digital transition.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the two paths the paper uses to study Italy’s Europeanisation of teacher education?",{"text":121,"@type":113},"A documentary review of the latest ministerial reforms interpreting European recommendations, and a description of the DidaSco continuous professional development programme that implements European recommendations and national directives through technological innovations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598469,1792208918,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Received: 31 July 2023, Accepted: 21 March 2024,  \nPublished on-line as Recently Accepted Paper: April 2024  \nDOI: [https://doi.org/10.26529/cepsj.1714](https://doi.org/10.26529/cepsj.1714)  \nThe Italian Way to the Europeanisation of Teacher Education: An Analysis of Reforms and the Ongoing Experience of Digital Transformation  \nLoredana Perla1, Viviana Vinci2 and Laura Sara Agrati*3  \n• The Covid-19 emergency compelled teachers to reshape their teaching approach. Teachers were able to better recognise technologies asa means of interaction and digital transformation as a driver for professional growth. The present paper addresses the Europeanisation of teacher education and professionalisation. This process, which recognises the specific histories and political cultures of national training systems while offering common categories of analysis, nowadays welcomes the challenge of the general digital transition. The aim of the paper is to focus on how the process of Europeanisation of teacher education in Italy is taking place. Two paths are proposed. The first is the presentation of a documentary review study of the latest ministerial reforms that interpret the European recommendations. The second is a description of the DidaSco continuous professional development programme atthe University of Bari, which implements European recommendations and national directives through appropriate technological innovations, which have been made even more available since the pandemic. What emerges is the representation of a possible ‘Italian way’ to the Europeanisation of teacher training, as is being achieved through the opportunities of digital transformation.  \nKeywords: Europeanisation, teacher education, digital transformation  \n1 University of Bari, Italy.  \n2 University of Foggia, Italy.  \n3 *Corresponding Author. Pegaso Telematic University, Napoli, Italy; [laurasara.agrati@unipegaso.it](laurasara.agrati@unipegaso.it).  \nItalijanska pot k evropeizaciji izobraževanja učiteljev: analiza reform in trenutnih izkušenj z digitalno transformacijo  \nLoredana Perla, Viviana Vinci in Laura Sara Agrati  \n• Izredne razmere med pandemijo covida-19 so učitelje prisilile, da so preoblikovali svoj pristop k poučevanju. Učitelji so dobili priložnost bolje prepoznati tehnologije kot sredstvo interakcije in digitalno transformacijo kot gonilo poklicne rasti. Ta članek obravnava evropeizacijo izobraževanja in profesionalizacijo učiteljev. Ta proces, ki priznava specifične zgodovine in politične kulture nacionalnih sistemov usposabljanja, hkrati pa ponuja skupne kategorije analize, danes pozdravlja izziv splošnega digitalnega prehoda. Namen prispevka se osrediniti na to, kako poteka proces evropeizacije izobraževanja učiteljev v Italiji. Predlagani sta dve poti. Prva je predstavitev dokumentarne pregledne študije najnovejših ministrskih reform, ki razlagajo evropska priporočila, drugapa je opis programa stalnega strokovnega izpopolnjevanja DidaSco na Univerzi v Bariju, ki izvaja evropska priporočila in nacionalne direktivez ustreznimi tehnološkimi inovacijami, ki so po pandemiji postale šedostopnejše. Iz tega je razviden prikaz mogoče »italijanske poti« k evropeizaciji usposabljanja učiteljev, ki se uresničuje z možnostmi digitalne transformacije.  \nKljučne besede: evropeizacija, izobraževanje učiteljev, digitalna transformacija  \nIntroduction  \nThe Covid-19 emergency compelled teachers to redefine and redesign their teaching approach, requiring significant infrastructural and instrumental adjustments, as well as cultural changes (Estermann, 2020; Perla et al., 2021) .  \nDigitalisation played an indispensable role in addressing the urgency and radical change required. Governments worldwide suspended in-person classes, making distance education a key response to the crisis (Williamson et al., 2020) . However, the pandemic also revealed certain difficulties and resistance among the teaching community, resulting in a disconnect between administrative and orga","cbCairz9iNAFIXOi","https://ap.wps.com/l/cbCairz9iNAFIXOi","pdf",713520,28,"English","# Introduction\n## Digital transformation and teacher education in the postCovid-19 era","[{\"question\":\"What role did the Covid-19 emergency play in teachers’ adoption of digital tools?\",\"answer\":\"It compelled teachers to reshape their teaching approach, enabling them to better recognise technologies as interaction tools and as drivers of professional growth.\"},{\"question\":\"How does the paper conceptualise Europeanisation of teacher education?\",\"answer\":\"It frames Europeanisation as a process that recognises national histories and political cultures while offering shared categories of analysis, including the challenge of the general digital transition.\"},{\"question\":\"What are the two paths the paper uses to study Italy’s Europeanisation of teacher education?\",\"answer\":\"A documentary review of the latest ministerial reforms interpreting European recommendations, and a description of the DidaSco continuous professional development programme that implements European recommendations and national directives through technological innovations.\"}]","The Italian Way to the Europeanisation of Teacher Education - An Analysis of Reforms and the Ongoing Experience of Digital Transformation | PDF",1792086991,71]