European education policy initiatives and teacher education curriculum reforms in Greece

Figures & data

Table 1. Illustration of basic figures regarding the analysed courses in Greek Departments of Education and Training

Education Departments	Courses in total of the late 2000s (N)	Changes in courses from the early 1990s (N)
DPE Athens	184	72
DPE Thessaloniki	67	−43
DPE Patra	133	52
DPE Ioannina	89	29
DPE Crete	215	118
DPE Thessaly	86	18
DPE Thrace	107	6
DPE Aegean	89	16
DPE W. Macedonia	104	21
DPSE Athens	89	5
DPSE Thessaloniki	127	15
DPSE Patra	99	3
DPSE Ioannina	89	23
DPSE Crete	77	−4
DPSE Thessaly	80	−25
DPSE Thrace	70	36
DPSE Aegean	161	109
DPSE W. Macedonia	107	−10

Table 2. Illustration of the distribution of curricula in the analytical model

	Distribution of the curricula according to the dominant knowledge form of their courses
	Singular academic	Old professional	Interdisciplinary academic	New professional-generic	Total
Curricula of the late 2000s	0	0	3	15	18
Curricula of the early 1990s	5	1	4*	8*	18

*In one of the curricula studied, there were equal numbers (N=15) in the two categories. Taking other aspects of the particular curriculum/department into account, we classified it in the new professional-generic type.

Chart 1. Average number of course changes per type of knowledge organisation.