Εκπαιδευτικοί και Ευρωπαϊκή Ένωση: αντιλήψεις και στάσεις των Ελλήνων εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης αναφορικά με την ευρωπαϊκή ταυτότητα και τις επιδράσεις της ευρωπαϊκής πολιτικής στην ελληνική εκπαίδευση

Abstract

The main objective of this research is to investigate (a) the experiences of Greek primary school teachers with Europe, (b) their knowledge of the European Union and its institutions, (c) the notions and attitudes these teachers hold of Europe and (d) their perception of the influence the European Union exerts on the Greek educational system. 359 primary school teachers participated in this research, originating from nine districts and twenty nine counties across Greece, with the highest representation being from the areas of Athens, Heraklion, Thessaloniki, Corfu, Preveza, Rethymno, Serres and Chania. The data upon which the findings of this research are based, resulted from the answers our sample provided to an ample questionnaire. In order to process the answers provided, classic quantitative analysis techniques were used, entailing methods of both descriptive and inferential statistics. Among the most significant findings are the following: (a) Although the linguistic prerequisites for a systematic institutional type of involvement of the teachers with Europe through their participation in international cooperation programs between schools in Greece and other countries of the European Union are fulfilled, experience of involvement remains limited (b) According to their own assessment, primary school teachers’ knowledge concerning the European Union and its institutions is not sufficient, especially when it comes to the specific operation of some European institutions (c) Primary school teachers perceive Europe primarily as a historically shaped cultural space and secondarily as a locus of the implementation of specific political and civic values and systems (d) Teachers perceive strong European influences on the Greek educational system (e) A significant part of the perceived European influences are considered necessary and welcome by primary school teachers. However, when this impact concerns coveted and traditional symbols of the national educational culture, strong reservations are expressed (f) In general, teachers in our sample maintain a positive perception of Europe, while European influences in the sector of education are considered as part of contemporary reality given the membership status of Greece within the European Union. At the same time, however, there is a systematic minority attitude that criticizes and maintains its reservations against the European Union and its educational policies (euroscepticism).The main argument put forward is that contemporary European reality is not always on a par with of professed (European) principles.