This book, the result of long-term research activity of the Research and Documentation Unit for the Analysis, Design, and Implementation of Educational Programs of the Department of Social and Educational Policy at the University of Peloponnese, analyzes the practices, in formal and non-formal educational institutions, that incorporate pedagogical reasons and consequently project specific forms of pedagogical identity.

The book consists of six chapters referencing four main fields of empirical investigation: in schools, teaching books, museums, and the initial training of teachers.