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This paper discusses fundamental theoretical issues in relation to education on inclusion. These issues inform core decisions about initial teacher education courses and in-service teacher-training programmes on inclusion. International and local discussions and research in this area formed the background for the design and implementation of a 2-year funded research project whose aim was to record teachers' knowledge, attitudes and skills in relation to inclusion before developing an in-service training programme that suited their profiles. The paper focuses on Greek-Cypriot teachers' perceptions of their initial and in-service teacher education on inclusion in Cyprus, as revealed by survey and interview findings. The findings are discussed with reference to relevant literature from Cyprus and other countries in an attempt to draw connections between teacher education, local culture and international practice. The paper concludes with a discussion of the argument that in-service training programmes on inclusion are of central importance, not only for Cyprus but also for other countries. We argue that teachers' initial education does not guarantee a shared understanding of inclusive education; therefore, in-service teacher-training programmes need to be carefully planned and delivered to all schoolteachers to address both theoretical and practical aspects of inclusive education effectively.

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Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher-student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students' perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students' shoes, material relevant to the students' experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens. ARTICLE HISTORY

In a world climate which is increasingly closing down as far as alternative political and social options are concerned, Cyprus as a small semioccupied country with great European aspirations is facing a number of very serious dilemmas and teachers are faced with an extremely difficult task. The citizens they are preparing have to be passionate enough to claim a GreekCypriot identity; have to be tolerant and accommodating enough to live and work with Turkish-Cypriots in a re-united country, which is the main political goal of the Republic of Cyprus; have to be open-minded enough to look to a European future; and have to be ready and able to function in a globalized context. How can such a citizen be 'formulated' when there appear to be immense contradictions between what is required for each goal? What are the priorities and how are they defined? This article will attempt to address these complex issues and arrive at some conclusions regarding teacher education for a very complex new world.