LA FORMAZIONE DEGLI INSEGNANTI IN ITALIA. LA VALUTAZIONE DI DUE POLITICHE DI FORMAZIONE PROFESSIONALE PER INSEGNANTI DI SCUOLA MEDIA

This dissertation aims at providing empirical evidence on the effectiveness of two training programs for math teachers in southern Italy (M@t.abel+ and PQM). The programs are structured as content focused, one year lenght blended training sessions. Exploiting similarities and differences in the training (mainly, on organization of tutoring sessions and the presence on incentives), the analysis show positive effects of the training on both students outcomes and teacher short and medium term behaviours. Implications for policy are discussed.