Institutionalisation of Service Learning to support teacher training

Abstract

The paper presents the first outcomes of the administering of the self-assessment rubric on the level of institutionalisation of Service Learning in the Italian schools. The rubric has been adapted to the Italian context of the primary and secondary schools and has been integrated with the components characterising didactic and organisational innovation promoted by Indire's Avanguardie educative Movement. The research was directed at 143 schools. This paper focuses on the outcomes of the administration and points out the relationship between teachers’ professional development and the level of institutionalisation of Service Learning.