It is common knowledge that the education of educators greatly determines the educational, cultural, social, professional, and economic level of educators and, through them, of society as a whole, as the quality of the education provided is related to the education of educators. With this realization as a central axis, this book explores theoretically and empirically the timeless, open, and multidimensional field of educator education.

The theoretical part presents and analyzes positions, opinions, and ideas about the subject under discussion, particularly regarding relevant decisions and actions by political parties, the role of educator training schools through the development of their curricula, as well as educators themselves through their individual and collective efforts to improve their training. Various parameters of the issue are discussed, with an emphasis on the conditions that are considered important to be met in order for any changes and reforms to have a greater chance of success in the educational field.

The empirical part of the work presents the research of a questionnaire conducted, in which two hundred and fifty active educators from primary schools in Thessaloniki, Alexandroupoli, and Xanthi participated. The findings of the research, which examines the views of educators on their education in Pedagogical Academies and in the Departments of Primary Education, may prove useful to all stakeholders and factors involved in the issue of educator education.