Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers' Conceptions in a Context of Normative Indeterminacy

Abstract

The present work aims to investigate social competences as part of the broad discourse on social and emotional skills, abilities and competences (SESACs). The objective is to nourish the body of literature on the different standardisation processes of educational practices with specific emphasis on the motives which govern standardisation of SESACs. With the intention to empirically explore these themes, data from a research on social competences as conceived by Italian middle school teachers are presented. In order to understand the practices of meaning negotiation in a scenario of normative indeterminacy, teachers' conceptions of social competences are presented and analysed. Results suggest a great conceptual variation about what social competences are. The work addresses a reflection on the role of SESAC in educational contexts in the attempt to give content and educational significance to this potentially fruitful educational tool.

Citation

Spada, A. (2022), "Understanding the Effects of the Standardisation of Social Competences in the Italian Educational System: Teachers' Conceptions in a Context of Normative Indeterminacy", Riese, H., Hilt, L.T. and Søreide, G.E. (Ed.) Educational Standardisation in a Complex World, Emerald Publishing Limited, Leeds, pp. 125-141. https://doi.org/10.1108/978-1-80071-589-920221007