This article investigates the governmentality in the pedagogical systems through the teachers' mission and the corresponding teachers' education in Greece from the construction of the nation/state and for about a century, according to the socio-economical conditions that emerged. It does so in order to analyse the relation of society, the educational system and teachers' education. To this end, it decodes, through discourse analysis among other means, the state's official texts, the pedagogy applied, the teachers' tasks and position in teaching, and the impact of the above on teachers' education. It discerns three reform periods of teachers' education in Greece from the nineteenth to the mid-twentieth centuries, and explores how teachers were prepared in the Didaskalio (teachers' education institution) in each period. It concludes that power relations determine the construction of the teacher's soul in order to construct the child's soul.