The paper explores Greek “responses” to European Union and Bologna Process policies which seek to promote Higher Education curricular re-organization towards competence-based methodologies. Our approach to the research utilizes a theoretical model based on concepts drawn from Bernstein’s theory of pedagogic discourse. Data is drawn from a questionnaire survey conducted in the 18 Greek Education Departments. Academics respond to the current trends in curricula content, concerning the Subject Specific Competences for teacher education. Our substantive findings suggest that shifts in the content of curricular knowledge may represent a narrowing of the essential activities and professional responsibilities of future teachers. Moreover, a ‘new professionalism for teachers’ is contributing to the de-legitimization of Education Studies as a strong academic and professional field.

Curriculum; Competences; Teachers; Professionalism