Becoming primary school teachers: the Greek perspective

Abstract

The recent establishment of the Departments of Primary Education (DPE) in the universities of Greece produced an excellent opportunity to improve primary teacher education not only academically, but also practically. Teaching practice has been reorganised, and now consists of observation of teaching, actual teaching and discussions among the tutors in charge, classroom teachers and students. Prospective primary school teachers can now receive better training and approach teaching in primary schools more successfully. During the middle 1980s the Greek State came under pressure from primary school teachers to develop their education. It established the four-year departments of primary education in the universities of Greece (Greece, 1982) which aimed at: (a) the development of the study of education, research and teaching practice, and (b) the preparation of students for an educational and professional career (Greece, 1983). Thus, important progress was made not only in the qualitative upgrading of theoretical knowledge, but an extra emphasis was given to the practical work of students. They now spend a considerable part of their studies in state and private primary schools either observing in the classrooms, teaching pupils, or discussing and solving educational problems with their tutors, fellow-students and primary school teachers (Kalkanis & Kastopoulos, 1993)