This chapter argues that the changing forms of governance in Greek primary teachers’ education by no means imply that the state is abolishing the privilege of control over primary education. It rather suggests that the means and the processes of power reproduction are changing in view of the wider socio-economic and cultural changes that are taking place in Greece and in the global context. The change in the state’s role on teacher education represents an attempt at modernization of Greek society and a restructuring of the dominant interests within the state and educational institutions. It will be further argued that teacher education is a particularly sensitive field of education policy that reflects dominant political ideologies regarding the relationship between education’ society and the state. Furthermore’ the wider transitions in the socio-economic sphere or in the terrain of political culture offer the contexts and framing of teacher education. The attempts at modernization’ however’ embody continuities with tradition. The chapter will first discuss three key areas in the context of the present World Yearbook’ namely teacher identity and political surveillance’ followed by an examination of the transition of state control to the steering state and’ finally’ the
changing nature of Greek teacher education and its control with reference to globalization.