3,250
Views
10
CrossRef citations to date
0
Altmetric
Thematic Section

European education policy initiatives and teacher education curriculum reforms in Greece

&
Article: 28421 | Published online: 01 Sep 2015

References

  • Alexiadou N. The Europeanisation of education policy – researching changing governance and ‘new’ modes of co-ordination. Research in Comparative and International Education. 2007; 2(4): 102–116.
  • Ball S. J. The teacher's soul and the terror of performativity. Journal of Educational Policy. 2003; 18(2): 215–228.
  • Beck J. Governmental professionalism: reprofessionalising or re-professionalising teachers in England?. British Journal of Educational Studies. 2008; 56(2): 119–143..
  • Beck J. Appropriating professionalism: restructuring the official knowledge base of England's ‘modernised’ teaching profession. British Journal Sociology of Education. 2009; 30(1): 3–14.
  • Beck J., Young M. The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis. British Journal of Sociology of Education. 2005; 26(2): 183–197.
  • Bernstein B. Young M. F. D. On the classification and framing of educational knowledge. Knowledge and control. New directions for the sociology of education. 1971; London: Collier-Macmillan Publishers. 47–69.
  • Bernstein B. Class, codes and control. Volume 3. Towards a theory of educational transmissions. 1977; 2nd ed., London: Routledge and Kegan Paul.
  • Bernstein B. Class, codes and control, Volume IV. The structuring of pedagogic discourse. 1990; London: Routledge.
  • Bernstein B. Pedagogy, symbolic control and identity. Theory, research, critique. Revised edition. 2000; New York: Rowman and Littlefield Publishers.
  • Bernstein B. Morais A., Neves I., Davies B., Daniels H. From pedagogies to knowledges. Towards a Sociology of Pedagogy. The contribution of Basil Bernstein to Research. 2001a; New York: Peter Lang. 363–368.
  • Bernstein B. Symbolic control: issues of empirical description of agencies and agents. International Journal of Social Research Methodology. 2001b; 4(1): 21–33.
  • Biesta G. The future of teacher education: evidence, competence or wisdom?. RoSE - Research on Steiner Education. 2012; 3(1): 8–21.
  • Bonal X., Rambla X. Captured by the totally pedagogised society: teachers and teaching in the knowledge economy. Globalisation, Societies and Education. 2003; 1(2): 169–184. http://dx.doi.org/10.1080/14767720303916.
  • Bouzakis S., Tzikas Ch., Athanasopoulos K. Training of teachers for primary and preschool education in Greece. Volume B. The time of Pedagogic Academies 1933–1990. 1998; Athens: Gutenberg (in Greek).
  • Cedefop. The shifting to learning outcomes. Policies and practices in Europe. Luxembourg. : Office for Official Publications of the European Communities. 2009. http://www.cedefop.europa.eu/en/publications-and-resources/publications/3054 (Accessed 15-12-2014).
  • CHEPS. The extent and impact of higher education curricular reform across Europe. Final Report, Parts 1 to 4. European Commission, Directorate-General Education and Culture. 2007. http://ec.Europa.eu/education/doc/reports/index_en.html (Accessed 24-4-2008).
  • Clegg S. Cultural capital and agency: connecting critique and curriculum in higher education. British Journal of Sociology of Education. 2011; 32(1): 93–108. http://dx.doi.org/10.1080/01425692.2011.527723.
  • Cochran-Smith M., Zeichner K. M. Studying teacher education: the report of the AERA panel on research and teacher education. 2010; London: Routledge.
  • Cowen R. Elwyn T. Socrates was right? Teacher education systems and the state. Teacher Education, Dilemmas and Prospects. 2002; London: KoganPage.
  • Cunningham B. Exploring professionalism. 2008; London: Institute of Education, University of London.
  • Dale R. The state and education policy. 1989; Buckingham: Open University Press.
  • Dale R. Larner W., Walters W. Forms of governance, governmentality and the EU's Open Method of coordination. Global Governmentality. 2004; London: Routledge. 174–194.
  • ENQA. Standards and guidelines for quality assurance in the European Higher Education Area. European Association for Quality Assurance in Higher Education. 2009. http://www.enqa.eu/pubs.lasso (Accessed 15-12-2014).
  • ENQA. Quality assurance and learning outcomes. 2010. http://www.enqa.eu/indirme/papers-and-reports/workshop-andseminar/WSR17-Final.pdf (Accessed 15-12-2014).
  • European Commission. Communication from the Commission. The role of the universities in the Europe of Knowledge. COM (2003) 58 final. 2003
  • European Commission. Common European principles for teacher competences and qualification. Directorate-General for Education and Culture. 2005. http://www.atee1.org/uploads/EUpolicies/common_eur_principles_en.pdf (Accessed 15-12-2014).
  • European Commission. Communication from the commission to the council and the European parliament. Improving the quality of teacher education. COM (2007) 392 final. 2007
  • European Commission. The EU contribution to the Bologna Process. 2009
  • European Union. Teachers’ professional development. Europe in international comparison. An analysis of teachers’ professional development based on the OECD's Teaching and Learning International Survey (TALIS). Education and Culture D.G. and OECD. 2010
  • European Union. Using learning outcomes. European Qualifications Framework Series: Note 4. 2011. [PubMedCentralFullText].
  • Eurydice. Key topics in education in Europe. Volume 3. The teaching profession in Europe: profile, trends and concerns. Report I. Initial training and transition to working life. General Lower secondary education. European Commission, Directorate-General for Education and Culture. 2002
  • Flouris G. The “ecology” of education departments. A narrative for self-criticism and reorientation. Tribune of Social Sciences. 2010; 15(59): 231–255. in Greek.
  • Gouvias D. The ‘responses’ of the Greek state to global trends of educational policy making. European Educational Research Journal. 2007; 6(1): 25–38.
  • Gouvias D. EU funding and issues of ‘marketisation’ of higher education in Greece. European Educational Research Journal. 2011; 10(3): 393–406.
  • Hofstetter R., Schneuwly B. Institutionalisation of educational sciences and the dynamics of their development. European Educational Research Journal. 2002; 1(1): 3–24.
  • HQA. Annual report of Hellenic Quality Assurance and Accreditation Agency 2012–2013. 2013. (in Greek). http://www.adip.gr/data1/ADIP_EKTHESI_2012-13.pdf (Accessed 15-12-2014).
  • Keeling R. The Bologna Process and the Lisbon research agenda: the European Commission's expanding role in higher education discourse. European Journal of Education. 2006; 41(2): 203–223.
  • London Communiqué. Towards the European Higher Education Area: responding to challenges in a globalised world. Conference of European Ministers Responsible for Higher Education. 2007
  • Maguire M. Reforming teacher education in England: ‘an economy of discourses of truth’. Journal of Education Policy. 2014; 29(6): 774–784. http://dx.doi.org/10.1080/02680939.2014.887784.
  • Menter I. Teachers: formation, training and identity. A literature review. 2010. Newcastle Creativity, Culture and Education. http://www.creativitycultureeducation.org/wp-content/uploads/CCE-teachers-formation-training-and-identity-a-literature-review.pdf (Accessed 15-12-2014).
  • Menter I., Hulme M., Murray J., Campbell A., Hextall I., Jones M., Mahony P., Procter R., Wall K., (‘The Teacher Education Group’, TEG) . Teacher education research in the UK: the state of the art. Revue suisse des sciences de l’ education. 2010a; 32(1): 121–142.
  • Menter I., Hulme M., Elliot D., Lewin J., Baumfield V., Britton A., Caroll M., Livingston K., McCulloch M., McQueen I., Patrick F., Townsend T. Literature review on teacher education in the 21st century. 2010b. University of Glasgow. Report Commissioned by the Scottish Government Social Research. Edinburgh: Crown. http://www.gov.scot/resource/doc/325663/0105011.pdf (Accessed 15-12-2014).
  • Ministry of Education. Operational Programme for Education and Initial Vocational Training 2000–2006. Agency for the management of OPEIVT (in Greek). 2006. http://www.epeaek.gr/epeaek/el/a_2_1_3.html (Accessed 12-4-2009).
  • Ministry of Education. Operational Programme for Education and Initial Vocational Training 2000–2006. Program Complement. Agency for the management of OPEIVT (in Greek). 2007. http://www.epeaek.gr/epeaek/el/a_2_2_3.html (Accessed 12-4-2009).
  • Ministry of Education. New school: pupils first (in Greek). 2009. http://www.minedu.gov.gr/neo-sxoleio-main.html (Accessed 15-12-2014).
  • Ministry of Education. Initial implementation of “Social School”. 2014. http://www.minedu.gov.gr/grafeio-typoy-kai-dimosion-sxeseon-main/deltia-typoy-main/11928-11-09-14-koin.html (Accessed 04-11-2014)..
  • Neave G. The teaching nation: prospects for teachers in the European Community. 1992; Oxford: Pergamon Press.
  • Ozga J. Governing education through data in England: from regulation to self-evaluation. Journal of Education Policy. 2009; 24(2): 149–162. http://dx.doi.org/10.1080/02680930902733121.
  • Ozga J. Governing knowledge: data, inspection and education policy in Europe. Globalisation, Societies and Education. 2012; 10(4): 439–455. http://dx.doi.org/10.1080/14767724.2012.735148.
  • Piesanen H., Välijärvi J. Education and training 2010: three studies to support school policy development lot 2: teacher education curricula in the EU TENDER N° EAC/10/2007. Final Report. Finnish Institute for Educational Research, University of Jyvaskyla. EU Directorate-General for Education and Culture. 2010. https://ktl.jyu.fi/img/portal/17545/TEC_FINAL_REPORT_12th_Apr2010_WEB.pdf?cs=1271922032 (Accessed 15-12-2014).
  • Robertson S. Dale R., Roberson S. Europe, competitiveness and higher education: an evolving project. Globalisation and Europeanisation in Education. 2009; Oxford: Symposium Books. 65–84.
  • Robertson S. Placing teachers in global governance agendas. Comparative Education Review. 2012; 56(4Special Issue: Teacher Education Policies and Developments in Europe): 584–607.
  • Robertson S. Seddon T., Levin J. S. Teachers’ work, denationalisation and transformations in the field of symbolic control. World Yearbook of Education 2013, Educators, Professionalism and Politics: Global Transitions, National Spaces and Professional Projects. 2013; London: Routledge. 77–96.
  • Sarakinioti A. Knowledge and Identities in the context of European Higher Education Policy: The case of teacher education curricula in Greece. 2012. Doctoral Thesis. Department of Social and Education Policy, University of Peloponnese (in Greek).
  • Sarakinioti A. The practices of evaluation for quality assurance in Greek public universities: Knowledge recontextualisations and academic identities. Paper presented at the European Education Research Association Conference. 2014. Porto, 2–5 September. http://www.eera-ecer.de/ecer-programmes/conference/19/contribution/32622/ (Accessed 15-12-2014).
  • Sarakinioti A., Tsatsaroni A., Stamelos G. Ivinson G., Davies B., Fitz J. Changing knowledge in higher education. Knowledge and Identity: Concepts and application in Bernstein's sociology. 2011; London: Routledge. 69–89.
  • Seddon T., Levin J. World yearbook of education. Educators, professionalism and politics: global transitions, national spaces and professional projects. 2013; London: Routledge.
  • Sianou-Kyrgiou E. From the university to the labour market. Aspects of social inequality. 2010; Athens: Metaixmio (in Greek).
  • Sianou-Kyrgiou E., Tsiplakides I. Similar performance, but different choices: social class and higher education choice in Greece. Studies in Higher Education. 2011; 36(1): 89–102. http://dx.doi.org/10.1080/03075070903469606.
  • Silverman D. Qualitative research. Theory, method and practice. 2004; London: Sage Publications. (2nd ed.).
  • Sifakakis P., Tsatsaroni A., Sarakinioti A., Kourou M. Governance and knowledge transformations in educational administration: Greek responses to global policies. Journal of Educational Administration and History. 2015 doi: 10.1080/00220620.2015.1040377.
  • Stamelos G. Teacher education university departments. Origins, present situation and perspectives. 1999; Gutenberg (in Greek): Athens.
  • Stavrou S. Frandji D., Vitale Ph. Reviewing recontextualisation of the knowledge at university. From Bernstein's theory to empirical research. Knowledge, Pedagogy and Society. International perspectives in Basil Bernstein's sociology of education. 2011; London: Routledge. 143–158.
  • Townsend T., Bates R. Handbook of teacher education: globalization, standards and professionalism in times of change. 2007; Dordrecht: Springer.
  • Tuning Project. Tuning educational structures in Europe. Final report. Phase One. European Commission, Directorate-General for Education and Culture. 2003. http://www.unideusto.org/tuningeu/ (Accessed 15-12-2014).
  • Tuning Project. Reference points for the design and delivery of degree programmes in education. Tuning educational structures in Europe. 2009. European Commission. Directorate-General for Education and Culture. http://www.unideusto.org/tuningeu/ (Accessed 15-12-2014).
  • Young M. F. D. Moore A. Education, knowledge and the role of the state: the ‘nationalization’ of educational knowledge?. Schooling, Society and Curriculum. 2006; London: Routledge. 19–30.
  • Zgaga P. The future of European teacher education in the heavy seas of higher education. Teacher Development: An International Journal of Teachers’ Professional Development. 2013; 17(3): 347–361. doi: 10.1080/13664530.2013.813750.