This research is an attempt to inquire critically Tertiary Institutions’ Curricula for secondary teacher education. Curricula under examination are analysed from the standpoint of teachers’ continuing professional development and education. The main question is about the extent of the pedagogical component and its position in the Curricula, as well as the relationship between its theoretical and practical constituents. On the basis of this relationship
the character of the Curricula is identified in Greek education. Curricula are analysed within the context of educational and social policy in order to determine whether developments, such as the establishment of a national contest for the appointment of candidate teachers in public education, has resulted in changes in teachers’ professional-pedagogical training. Our research has shown that no relevant change has occurred and Curricula retain the same content and structure.