Implementing Reform: Challenges and Policy Implications for Science Teacher Education in Greece

This paper systematically investigates structural and governmental barriers to science teacher education reform in Greece. It compares the European Higher Education Area and OECD policy publications to show the discrepancy between formal adherence to European standards and meaningful educational reform. Excessive centralization, poor university-institutional collaboration, and a lack of a competence-based framework hamper Greek teacher development. The research examines ESF-funded innovation projects, practicum reforms, and university–school relationships, finding ephemeral experimentation without institutional continuity. The findings show that legislative fragmentation, limited autonomy, and insufficient scientific research on teacher education have prevented the development of a reflective, inquiry-based teacher education system. The study proposes a strategic reform plan based on global best practices. The construction of a National Framework for Teacher Competences, university-affiliated professional practice schools, and research-informed professional development pathways across career phases is essential. It also promotes educational governance, moving from bureaucratic monitoring to professional trust and teaching as an intellectually rigorous, research-informed profession. Combining institutional analysis with policy repercussions, the article argues that systemic coherence, research integration, and professional empowerment are necessary for lasting transformation. Its goal is to create a teacher education system that aligns Greece with top European models while preserving its educational and cultural characteristics.