|Author(s)||Panayota Papoulia-Tzelepi and Julia Spinthourakis|
|Editor||Alistair Ross, Curricula for Citizenship in Europe|
The European Union as a concept, construct and reality has served as a catalytic unifying institution for nearly half a century. Continually moving towards the ideal of inclusion in a variety of philosophical and pragmatic areas, the dream of a unified Europe has engendered the interest of many people, nations and regions. At the dawn of the new millennium this interest is greater then ever. Whether or not this interest can be maintained and enriched in the individual member states and outside the perimeters of the EU, with the active involvement and growing awareness of the rights, obligations and benefits attached to it, is to a certain degree a matter of efficacious education. In part, this translates into questions focusing on tertiary teacher education: in other words, how informed and prepared are our future teachers on the subject of citizenship and identity in the European Union as a consequence of the university teacher education programme? In this paper we present the findings of a recent study that examines the knowledge, expectations and attitudes of third and fourth year Greek university primary school student teachers towards the subjects of European citizenship, identity and membership of the EU. A comparative analysis is also presented that compares the findings of this current study with those of one conducted 10 years ago. The paper concludes with proposals for changes within the core curriculum of primary-level student teachers' university education with respect to citizenship and identity in Europe.