Issues of Quality in Greek Teacher Education

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    The view which is widely shared in official documents in Greece is that the status
    and attractiveness of the teaching profession must be raised if its critical role to
    contribute to the well-being of the Greek contemporary society and economy is to be
    fully realized. From a range of policies currently being implemented in Greece aiming
    at the improvement of teacher education and teacher quality, it can be safely concluded
    that at least teachers’ organizations do not regard resourcing and salary levels the only
    elements constituting the whole of the quality story. The nature and the extent of the
    pre- and in-service teacher education and training, alternative forms of career structuring, improved career opportunities, other conditions of service and benefits have also
    been identified as aims of current reform or for potential improvement. Since mid1980s, the idea of quality in teacher education—especially in teachers’ views—has been
    related to classroom practice and pedagogy as well as to curriculum issues, assumed to
    contribute in this way to the strengthening of teachers’ professional identity. Althoughthe government has appeared to be more closely defining quality in teacher education
    than any other interest group in education, there have been discrepancies or omissions
    between definitions. It is sometimes not clear (at least in scientific terms)—although
    some explanations of a partisan nature can be found—why one view is taken rather than
    another and the definitions sometimes appear expedient. There are also tensions
    between the ideological view of the teacher and the practice and between the dominant
    definition of the “good teacher” and the teachers’ definition. Therefore, a review of
    different criteria of “good teacher” over the years should conclude that different
    conceptions of “good” have prevailed at different times. Surprisingly, in Greece the
    dominant conception that has survived since Second World War coincides with the
    view that good teachers are civil servants who are expected to fulfil a role prescribed by
    the national guidelines, as these are firmly set by the Ministry of Education, although
    in reality teachers are expected to play a wider range of roles.

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