Abstract
This article provides an insight into the development and distinctive features of Italy’s primary school system and explores the historical and political context of primary school teacher education. Building on this foundation, the article analyses current university curricula and academic discourses surrounding the teaching profession. The qualification system for primary school
teachers in Italy is examined in depth, with a focus on two key aspects. Firstly, the single-phase qualification structure is discussed, reflecting upon how it interweaves different types of knowledge in student teacher qualification processes. Secondly, the article explores Italy’s well-developed and mandatory inclusion-specific qualification for all primary school student teachers.
Finally, the article addresses current challenges in primary school teacher education in Italy, emphasizing the value of international perspectives in shaping future developments in the field.