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Initial Teacher Education and Professional Experiences in Greece, France, and England","","This research offers a comparative examination of secondary teacher education programs in France, Greece, and England, focusing on pedagogical strategies that support positive, inclusive, and emotionally responsive learning environments. Positioned within debates on teacher quality and professional competence, it uses qualitative methods based on semi-structured interviews and focus groups with secondary teachers from diverse subjects and experience levels. 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Initial Teacher Education and Professional Experiences in Greece, France, and England  \nAikaterini Sklavenitou  \nDr. Aikaterini Sklavenitou, University of Crete, Greece  \nAbstract  \nThis research offers a comparative examination of secondary teacher education programs in France, Greece, and England, with a particular focus on pedagogical strategies that support positive, inclusive, and emotionally responsive learning environments. It is situated within the broader international debate on teacher quality, professional competence, and the capacity of initial teacher education to respond to the academic, social, and emotional demands of contemporary schooling. Adopting a qualitative research design, the study draws on data from semi-structured interviewsand focus groups with secondary school teachers representing diverse subject areas and levels of professional experience. This approach enables an in-depth exploration of teachers’ perceptions of their initial preparation, their pedagogical needs, and the challenges encountered during the early stages of their careers. By foregrounding teachers’ voices, the research contributes insight into how teacher education is experienced in practice rather than solely how it is conceptualized at the policy level. The findings reveal a shared emphasis across all three national contexts on the increasing complexity of the social reality of schools, marked by student diversity, technological change, and heightened socio-emotional needs. Teachers consistently identified pedagogical competence –particularly in classroom management, differentiation, and emotional support – as more critical to professional effectiveness than subject-matter knowledge alone. At the same time, participants highlighted a persistent gap between pedagogical theory and classroom practice within their initial training, reporting feelings of insufficient preparedness for everyday teaching realities. Although recent reforms in Greece, England, and France have aimed to strengthen pedagogical certification and expand school-based components, the study identifies common challenges across systems, notably the limited scope and coherence of practical training. Teachers expressed a strong preference for more extensive, supervised, and reflective practicum experiences. The study concludes that sustained investment in both initial and continuing teacher education, with a stronger emphasis on pedagogical preparation and experiential learning, is essential for enhancing teaching quality, promoting student well-being, and supporting teachers’ long-term professional development.  \nKeywords: secondary teacher education, pedagogical competence, school climate  \nIntroduction  \nDrawing on a multidisciplinary theoretical framework, this study brings together perspectives from comparative education, teacher professionalism, critical pedagogy, and social justice theory. Within the context of the profound social, cultural, and educational transformations characterizing the twenty-first century, the enhancement of educational quality and the strengthening of the social role of schooling have emerged as central concerns across contemporary education systems. Education is increasingly expected not only to facilitate knowledge transmission but also to contribute to the formation of active, critically engaged, and socially responsible citizens. In this regard, schools are called upon to promote respect for diversity, foster inclusion and equal opportunities, and critically address practices of discrimination, exclusion, and stereotyping within increasingly pluralistic societies (OECD, 2024) .  \nComparative education provides the central analytical lens for this study. Drawing on interdisciplinary approaches, comparative education examines educational systems, policies, and practices across different national and cultural contexts to identify similarities, differences, and underlying explanatory factors. Rather ","cbCaisrR6K9wGLrM","https://ap.wps.com/l/cbCaisrR6K9wGLrM","pdf",190817,"English","# Abstract\n# Introduction\n## Comparative education as the analytical lens\n## National contexts: Greece, England, and France","[{\"question\":\"What countries and teacher-education stages does the study compare?\",\"answer\":\"The study compares secondary teacher education programs across France, Greece, and England, focusing on initial teacher education and teachers’ early professional experiences.\"},{\"question\":\"Which research methods does the study use?\",\"answer\":\"It adopts a qualitative design using semi-structured interviews and focus groups with secondary school teachers from diverse subject areas and levels of professional experience.\"},{\"question\":\"What do teachers most consistently see as important for effectiveness?\",\"answer\":\"Teachers consistently highlight pedagogical competence—especially classroom management, differentiation, and emotional support—as more critical than subject-matter knowledge alone.\"}]","Are Secondary Teachers Ready to Teach? Initial Teacher Education and Professional Experiences in Greece, France, and England | PDF",1792046738,23]