Teacher Training - Science topic

The maintenance of high standards for content quality, teacher candidate support, and assessment validity is crucial in technology-enabled teacher education programs. Furthermore, it is critical to address concerns with the digital divide and guarantee that all teacher candidates have equitable access to resources and technology. Overall, these programs can considerably aid in the preparation and professional development of educators in the current digital world when intelligently created and implemented.

Seiring dengan perubahan dunia yang kita jalani untuk masa depan teknologi dan globalisasi, cara dan apa yang kita ajarkan dalam sistem pendidikan kita juga akan dibentuk ulang untuk mengikuti perkembangan tuntutan sekarang ini. Ada beberapa hal yang penting dalam hal ini, yaitu :

1. Keterhubungan, kolaborasi dan kreasi secara bersama

Konsep seorang guru yang berdiri di depan ruangan yang penuh dengan siswa yang mendengarkan dan merespons arahan sudah ketinggalan zaman.

Meskipun bukan merupakan pendekatan yang sepenuhnya yang baru, ruang belajar siswa akan menggantikan ruang kelas pada umumnya yang kita kenal sekarang. Hal ini akan membuat siswa menjadi mitra atau rekan pencipta pembelajarannya.

2. Belajar dimana saja, kapan saja

Seiring dengan gelombang era digital, kita semakin mudah terhubung dengan jangkauan global. Dunia informasi ada di ujung jari dengan mengklik tombol atau perintah suara sederhana, dan seiring dengan kemajuan teknologi, siswa perlu mengembangkan pembelajarannya dengan teknologi tidak lagi menjadi faktor motivasi dalam belajar, teknologi sudah menjadi suatu keharusan. Hal ini perlu diterapkan di masa depan pendidikan untuk memastikan siswa dibekali dengan keterampilan untuk menghadapi dunia yang bergantung pada teknologi. Meskipun beberapa orang berpendapat bahwa teknologi di ruang kelas akan menciptakan siswa yang malas dan tidak terhubung, banyak ali mengatakan itu hanyalah mitos karena teknologi telah menciptakan batasan yang tak ada habisnya mengenai tempat pembelajaran dapat dilakukan, dengan siapa, dan mengapa. Kenyataannya adalah, ruang kelas bisa berada di mana saja dan kapan saja. Siswa dapat mengerjakan proyek dalam konteks virtual dengan siswa lain bahkan para pakar dari seluruh dunia kapan saja. Pendidikan di masa depan perlu menunjukkan bagaimana teknologi dapat digunakan demi keuntungan siswa, serta mengajarkan generasi mendatang bagaimana menangani masalah yang timbul akibat teknologi.

Mengingat adanya pergeseran menuju pengalaman pembelajar yang lebih personal, guru masa depan harus siap menjadi pengumpul data, serta sebagai analis, perencana, kolaborator, ahli kurikulum, penyintesis, pemecah masalah, dan peneliti.

Assessing TPACK development and integration in educators can be challenging, as there is no universally accepted method for evaluating TPACK proficiency. This can hinder efforts to provide targeted support and professional development.

Refail Azadian Based on my experience as an educator, in my view, teacher training or professional development addresses the individual students' cultural learning needs/styles, and the appropriate effective pedagogical approaches/methodologies to meet these students' learning needs/styles for them to achieve social and academic success in their formal education.

Thank you for information, I would also like to participate in your research

One way to discover if a future teacher has a specific skill is to assess their performance in relevant tasks and activities. For example, if the skill in question is communication, the teacher candidate could be asked to deliver a lesson to a group of students or participate in a mock parent-teacher conference. Feedback from supervisors, peers, and students can also provide insight into a candidate's strengths and weaknesses in a particular skill area. Additionally, teacher training programs can include assessments or evaluations of candidates' competency in different skill areas to ensure they have met the necessary standards before entering the workforce.

I have just presented one in a conference and I will send it to you or you will receive it here on research gate. The topic is Competencies required for Retraining Electrical/Electronic Education Teachers in Rewinding of Three Phase Asynchronous Motor in Enugu State.

Samson,

Remember to critically evaluate the sources you find, considering factors such as author credibility, methodology, and relevance to your specific research interests.

Problem solving technique and thinking aloud strategies helpful for mathematics teaching

Lanore Suico Research on Mainstreaming Special Education students in public schools in the American Education System will give you the answer/s to your research question or inquiry . . . I suggest for you to visit ResearchGate Search engine, and I'm sure you'll find vast relevant published articles to your topic . . .

If you are focusing on ELT, books authored by Brian Tomlinson regarding material development might be helpful.

In general, it is required to build the specific instrument for each study. I have this study (in Spanish), which includes some elements that may be useful. Best regard.

Violence towards children never lead to good results

Adults who suffered violence in childhood usually abuse others around them

Talking and explaining and discussing a bad behavior and explaining serious consequences would be much better understood and internalized much more than an aggressive approach.

Also violence infront of other poeple will definitely be modelled by the abused child with peer groups or as an adult.

احسنت اخي وزميلي ايها الاستاذ الفاضل لما قدمته من موضوع قيم وهو ضروري توفر مواصفات خاصة لدى المعلم ومهارات خاصة لما لدوره من اهمية بالغة مع التطور العلمي الحاصل حاليا ودخول المجال الافتراضي في التعليم وعلى كافة المستويات

Dear Dr. Ramdas!

Please see the following list below - hope you will find it as value-added for your work:

1) Yang, L., Martínez-Abad, F. & García-Holgado, A. Exploring factors influencing pre-service and in-service teachers´ perception of digital competencies in the Chinese region of Anhui. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11085-6, Open access:

2) Keane, T., Linden, T., Hernandez-Martinez, P. et al. Digital technologies: students’ expectations and experiences during their transition from high school to university. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11184-4 Open access:

3) Janschitz, G., & Penker, M. (2022). How digital are ‘digital natives’ actually? Developing an instrument to measure the degree of digitalisation of university students – the DDS-Index. Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique, 153(1), 127–159. https://doi.org/10.1177/07591063211061760, Open access:

4) Abid Haleem, Mohd Javaid, Mohd Asim Qadri, Rajiv Suman,

Understanding the role of digital technologies in education: A review,

Sustainable Operations and Computers, Volume 3, 2022, Pages 275-285, Open access:

Yours sincerely, Bulcsu Szekely

Dear Jamiu Sulaimon ,

I'm a researcher in developmental and educational psychology and a former school psychologist, and I'm interested in some of the areas you mentioned as your research interests. We can exchange some ideas and see what possibilities there are to do some work together whenever you're up to.

Best regards

Francesco

I am very big on observation and feedback. When I work with a new teacher, I first let them observe me teach the class. I sit with them after every session to answer questions and explain rationale for my actions. When they feel ready to give it a try, they teach and I observe them and take notes. Then we sit together again after the class and follow this discussion flow: (1) What do you think you did well? (2) What was challenging for you? (ALWAYS GIVE POSITIVE FEEDBACK FIRST and not just "Good job!" Tell them what they did well and why it was good. It's a bonus if you can comment on something they did well that you DO NOT do because it starts to build confidence in their own judgment and skills. (3) Ask what they would like to do better and why. Comment with both feedback and suggestions. (4) develop a plan about what the learner will do differently next time. (5) Continue the observation/feedback process for a reasonable amount of time, with 'reasonable' defined as (a) when the learner feels confident enough to go it alone, and/or when you feel confident enough for them to go it alone. You can even ease into this gradually by not observing them every time they teach, but continuing to meet with them to hear their successes and challenges until you have created a strong, competent new teacher!

The multidisciplinary approach is a unique teaching-learning strategy. It is a distinct method of communication. Curriculum integration uses a variety of subjects to demonstrate a theme, subject, or issue. Multiple disciplines are employed to study the same topic or content in a multidisciplinary program. It is an effective technique in teaching that goes beyond the confines of a discipline or curriculum to enrich and improve the subject area. This approach is very beneficial and relevant for integrating and improving teacher education programs its acceptance and quality

Very important information technology how can teachers teach and distinguish between adults and children.

Thank you Dr. Pravat Kumar Dhal , the title is too long. It also seems that the title carries the main objective as well as the specific objective. The title can be shortened to read "Attitude and Teaching Aptitude of Students: A Comparative Study.”

Hope this is helpful.

Let me point to the following negative opinion related to the distance learning and education. Coronavirus Diseases (COVID-19) increase the black market of education. Look around you and count how many black offices for solving the exams and assignments are there.

From my point of view, e-learning alone will not succeed without traditional learning. Furthermore, I see that e-learning hasn't achieved the desired aims or results for developing countries and traditional learning is better. This is because there are many black offices for solving exam questions!! These offices made online learning a trading stock that resembles the slave-market.

differentiated two aspects of motivation: initiating motivation which was concerned with the reasons for doing something and deciding to do something, and sustaining motivation referring to the effort for sustaining or persisting in doing something. Dörnyei and Ushioda (2001, 2011) identified two dimensions of defining motivation on which most researchers would agree: direction and magnitude of human behavior. Accordingly, motivation specifies the reason why people decide to do something, how long people are willing to sustain the activity and how hard they are going to pursue the activity.

As for teacher motivation, Sinclair (2008) defined it in terms of attraction, retention, and concentration as something that determines 'what attracts individuals to teach, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to which they engage with their courses and the teaching profession (2008, p. 37). Dörnyei and Ushioda (2011) highlighted the two dimensions of teacher motivation in accordance with their conceptions of motivation, namely, the motivation to teach and the motivation to remain in the profession. Their review of literature came to a conclusion of four featured components of teacher motivation: prominent intrinsic motivation which was closely related to the inherent interest of teaching; social contextual influences relating to the impact of external conditions and constraints; temporal dimension with emphasis on lifelong commitment; and demotivating factors emanating from negative influences.

Try to find free journal in open access and Asian Journal Advances

Teachers aren't born, and they aren't made. Teachers become teachers for a variety of reasons, including their enthusiasm for the subject or the convenience of the employment schedule compared to the corporate sector.

Hello Jimela

As far as I am aware, the only education-related journal functioning in PNG at present is 'Contemporary PNG Studies'. PNGJEd and PNGJTEd are not current. Otherwise, the UOG Library has a very good collection of theses on teacher education in PNG. My books and articles on PNG teaching on RGate also have extensive reference lists.

Regards

Gerard

Good luck, with your research. I am a teacher of English from Morocco.

Best wishes,

Hi Alicia Beachy

Thank you for your response! I think you're right; we have to develop an outcome measure specifically for our project. But I wanted to make sure there weren't any similar measures already developed and available.

Your examples are good, and in line with what we are thinking (i.e., some type of Likert scale questionnaire that taps into the various outcome of interest). Thanks again!

Best,

-Lasse

that is to do research!

There are many publications on this issue. We did a lot of work on interaction practices in classroom too. But when you have to start reading about it, I would advice a book of Courtney Cazden, Classroom Discourse (1988).

Sorry Ariful, it is not about technology to assume the question, it is about how in the knowledge that you must work on the subject you teach, you are able to integrate the SDG-2030 with meaning for the subject, for the students and for the degree or degree they study !!

Thanks for your interest

Hi Helge Fischer

Might be slightly off topic. Please see the paper below on implementing digital training in manufacturing. Interestingly, we have started doing the classroom based training again but utilise the digital training as a prerequisite to classroom based training, so that we can gauge the overall understanding the individuals already have prior to the classroom based learning approach.

I suppose this is an example of what you are talking about. We looked at what educational institutes were doing, during the pandemic to teach students. We had a similar issue as we didn't want to put on classroom based training due to the close quarters environment associated with classroom based learning so in the short term created digital training which can be utilised anywhere i.e. home, office, shop floor and at any time.

Hope this might be of some use.

Best Regards

Martin

First, you have to devise the particular educational issues you will address. For instance, if they are dyslexic and how they perceive or deal with it.

Now, use search engines to get some references on the topic.

Try to watch videos on the subject to learn the jargon.

As you do the steps above, take notes. Do not underestimate your doubts. As you build some knowledge about the subject, then you will have a repertoire of questions of your own and will be able of reaching out your educational ecosystem and ask questions to researchers. If people ignore you, then it is THEIR problem. Rejection is part of the process.

Research requires curiosity, persistence and tolerance to frustration.

It should be the responsibility of the employer

Good teachers teach students what they need to know. Great teachers arose their desire and passion for learning. They prepare students for their future.

Prof. Binu Pathippallil Mathew

I am a physics teacher, and despite, I live in hyperinflationary Venezuela, I try to teach myself about the new and powerful methods of teaching and learning (flipped classroom just to mention one and so on) by looking at MOOCs freely available.

Yes, we all have to improve our teaching competencies, since teaching with MSL is evolving quickly.

Best Regards. The future is ours if we want so.

Dear Carmem Fruhauf de Oliveira,

Your research idea is very interesting. I am sharing my thoughts on it. As mentioned in your question, I consider a game between the government and a potential teacher and it proceeds as follows.

Suppose the government arranges for training and the teachers decide to participate. Now the government must choose the amount of investment. This will create a level of teaching skill which, along with teacher's effort, will become input to produce a particular quality of a good, say 'teaching'. This good will have public good characteristics for the students. On the other hand, a teacher will get a fixed income but only after completion of the training period i.e. in future period. So he will discount his future utility to obtain utility in the present period. But if he does not participate in training, he can still get a job (may be as a contractual teacher) instantaneously but at a lower salary and will produce a low quality public good.

If the government does not invest in training then it will spend that amount in some other development projects which will yield some level of social benefits. In that situation, if a teacher opts for teaching job he will get a lower salary (compared to what he would be getting as a trained teacher) and will produce an inferior quality of the public good (teaching service).

The government, being a social planner, will take decision through maximizing social welfare which will include the payoffs of all the agents, whereas, a teacher will decide by maximizing his own utility.

This is merely a draft of what I thought. You can build a model considering suitable functions and solve it.

With regards,

Tilak Sanyal

unfortunately it is different in different countries, and in different universities. in our republic, for example, the more the better ((

In setting up a new research journal in teacher ed. and educ. research I would consider a number of aspects resp. requirements:

1. You need to have or to establish a publishing organization unit (publisher)

2. You need an editorial board and you must convince well known colleagues from the field of education to join the board.

3. You have to decide about the frequency of the appearance of the journal per year, i. e. about the number of volumes p.y.

4. You must have a clear idea of the profile of the journal: should it comprise all scientific aspects of teacher education and educational research: historical, philosophical, psychological, sociological, economical and political dimensions or only some of them,? iI the latter case they have to be named.

5. Should the journal be devoted to qualitative and / or quantitative research?

6. You must gain well known researchers to serve as peer reviewers of the papers submitted.

7. You must convince well known researchers to submit papers of high quality at your journal.

I wish you luck and success.

We live in a time when our understanding of the role of the teacher and the power of Values Education are coalescing. No longer is Values.

Education on the periphery of the central roles to be played by the teacher and the school in our society. It is at the very heart of these roles. Unlike the assumptions that seem to underpin so many of our concerns around structures, curriculum, and resources, Values Education is more clearly than anything I could point to in

contemporary education premised on the power of the teacher to make a difference.

While the artifacts of structure, curriculum, and resources are not denied, the focus is, appropriate to the insights of the day, on what we describe as “ … the greatest source of variance that can make a difference.” In the case of Values Education, the belief is around the teacher’s capacity to make a difference by

engaging students in the sophisticated and life-shaping learning of personal moral development.

I suggest that the nature, shape, and intent of Values Education has the potential to refocus the attention of teachers and their systems on the fundamental item of all effective teaching, namely the teacher her or himself, the quality of the teacher’s knowledge, content, and pedagogy, and above all on the teacher’s capacity to form the kinds of relationships with students which convey their commitment and care and which become the basis of forming personal character and tomorrow’s citizenry. I know it is a challenging thought for many who, rightly or wrongly, we're trained to think differently about the role of the teacher and the social agency of the school.

However, Values Education or no Values Education, we live in a society that is shouting out a new charter to us. Values Education is one powerful means by which we might realize this charter.

The main thing: research updated bibliographic references on the topic you are commenting and also, look for experiences that can help you to know what has been done.

Greetings for 2021! I think there are two approaches to this question (1) Teacher education that is timeless (2) Specific requirements of the 21st century. I'll do the second first..

Common thoughts about the specific requirements of the 21st century include - preparing students and teachers for an unknown, constantly, rapidly changing future, characterised by technology, climate and planetary well-being, the development of creativity (creative, new solutions), perhaps a much more radical approach to schooling - changing the walls, locations, curriculum, age groups, individual differentiation.....There are also many teaching pathways - and people are not settled necessarily into these for life - preparing teachers initially for the next 5-10 years maybe as much as can now be done. It is not a 'one-off'.

The timeless requirements of teaching for which teacher education needs to help prepare are: That teachers are committed to the wellbeing and development of each child entrusted to them, that they can be flexible in their educative approaches, that they are themselves continuing learners, committed to their own development as human beings, that they are curious, thoughtful, caring, and have the personal resources to cope with a variety of students, all of whom will need versatility, patience, insight. If people are going to 'train' to teach - it is not a mechanistic, methodological matter only - it is deeply personal.

My research is about a 'holistic principle' for education and therefore teacher education in the 21st century: That children (students) and their learning, and the universe in which human beings participate are viewed from a 'whole' perspective. This perspective is fundamental to contemporary teacher education. Best. N

Teacher Student interaction is important for learning process. Online learning has become a new normal since the start of this pandemic of COVID 19. Online learning will increase the learning capability of the students and increase self reliance provided they have the zeal and interest to do so. Online learning too has its own advantages and disadvantages. Like a double edged sword.

As a result, teachers are suddenly faced with the challenge of how to continue their students’ education. While this might seem a daunting task, there are several ways teachers can utilize the technology and resources already available to support online learning and ensure students still receive a quality education. 

cited from

https://www.futurelearn.com/info/blog/resources-for-online-teaching-during-coronavirus

I consider emotional intelligence as a rather stable trait:

Dear Dr. Pavithra Raghava ,

Pl. See this link:

https://buros.org/competency-standards-student-assessment-educational-administrators

Is there still room for collaboration ? Please keep me posted-Thanks.

using E-learning tools is very promising in many countries but in other countries, it is still out of their map due to the networks, security... I recommend the use of Youtube or recorded lectures for such countries suffer from the low speed of the network.

Please following this link:

Teachers can't have any perspectives. Besides their hard work caste intellectuals know nothing. Out of pocket, out of elbows, out of credit.

The success of a CPD programme is dependent on the extent to which the packaging of content knowledge and curricula experiences are geared towards (1) translation of that knowledge in practice, and the (2) transformation of one's practices in the practice site.

This is indeed a difficult situation! Could you continue collecting data by interviewing the teachers via Zoom? Even if you don't have the final observations, you would still be able to collect almost all of the data. Interviewing via Zoom should be equally valid to interviewing in person.

Best of luck completing your dissertation!

Well in my point of view, pedagogy learning is more to studying cases method, therefore the dialogue is driven to problem solving, not normative issue. My suggestion for the best practice should be discussion about global trend. It is better for high school student to do this kind of practice, at least as a teacher you have already prepare them for higher level of learning (university). Hope this will be helpful...Cheers :)

In reality, it is hard for the graduate of online programs to enjoy full opportunities in the job market. The transition is difficult because of the HR people hiring new teachers normally comes from a different educational setup (on-campus/ classroom). Therefore, they do not recognise the online graduate potentially competing with the graduate coming from the traditional educational setup.

Though Online education is a good platform to reduce the cost, the challenges such as the availability of digital content and greater acceptance need to be addressed immediately.

Yes, it has to be

Reflection is also particularly useful for student teachers to identify their own assumptions and biases and how they can impact their perspectives of teaching and learning interactions. This is of growing importance in our increasingly culturally diverse classrooms.

Hello, please find attached a chapter we published recently about experimental research design. I hope you'll find it interesting for your research.

Your question was, ‘How best can TPACK Framework be applied for an efficient result in Nigeria Teacher Education?’. If I were you, I will be very careful in applying any theory or method developed and validated with Western samples. Nigerian teacher education context is different, so are it’s people. For one, what constitute thinking dimensions of Nigerian teacher candidates are different & more complex than their U.S. counterpart. This is an example based on a finding from my research. In essence, the efficiency and application of TPACK must be situated in context. It requires deconstruction before you can meaningfully apply it if your goal is not just to follow the “trend” that will amount to no real research and practice impact.

Good luck.

You might like to look at this study. We designed an experimental intervention for pre-service teachers workign in primary schools with regard to engineering:

Bill

I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.

Dear Antoine Lecat

Everybody knows to get the most out of studying, you need to find what works best for you. Other people can’t tell you

how to study. All they can do is to tell you what works for them.

If you learn the same way as they do, their tips might be helpful. But if

your style is different from theirs, those tips might not be very useful to

you. In fact, they might even be a waste of your time.

Because of that, I will propose some of books who cover that topic.

1.Janet Gail Donald (2002) Learning to thinking published by Jossey-Bass

2. Lauren B. Resnick (1992) Education and learning to think published by Nacional Academy Press

3. M. G. Jackson (2008)Transformative Learning for a New Worldview published by Palgrave Macmillan.

In short, we need to teach our students how to learn, and they must find the style themselves.

I hope I have been of some help.

Yours sincerely

Andrija

Putting yourself into the understanding/ reception level of the students and beginning the lecture with some questions which are clarified in the process of discussion is essential. At the same time keeping yourself updated with the new teaching-learning aids is a vital part of the good lecture. I have started using "Google Classroom" from this year and found it to be interesting and exciting among the students.

Great suggestion Ari Tuhkala and thank you for the link to the publications page! I will definitely have a look for studies here.

Sujani - it doesn't seem to make much sense to use three different surveys with three different sample groups. It would be the same as conducting three different quantitative studies. The fact that you have started with qualitative case study interviews - one assumes that you are using a mixed methods approach? It would be better to create a 'hybrid' survey tool into one (that may not need testing) of the three tools you have - and use the same sample population.

The attitudes of mathematics teachers are very important

For pre service elementary teachers it might be valuable to look at the way you approach science during their undergraduate education. The Next Generation Science Standards approach to science education is something that future teachers would benefit from having modeled for them in undergraduate years.

I suggest an incremental approach. As academics we could start by creating some awareness of the need to contain school bullying among educational authorities who may in turn advocate for some sort of legislation which would then compel government to ensure that teacher training should include a compulsory course on bullying for all teachers.

I taught at the National Institute of Education in Singapore from 2003 to 2008. All Singapore science teachers are trained at the National Institute. My area of interest was in primary science education (grades K-6) . The training of primary teachers focused on preparing them to teach a specific curriculum, the national curriculum. The Singapore primary science curriculum model aligned closely with the Science Curriculum Improvement Study (SCIS) developed in the US in the 1960's. Science Content, Science Process Skills and Science Themes gave structure to the K-6 curriculum. Singapore adapted the SCIS model to make the science content more rigorous and strengthened both the science content and process skills by adding accountability through assessment. I believe the structure of the Singapore's primary science curriculum can be successfully adapted and implemented in other countries. One particular strength of the Singapore primary science curriculum is its success in preparing students to pass the high stakes, national, 6th grade leaving test. The problem solving ability required in this test correlates highly and often surpasses that required in many international exams such as the TIMMS. There are limitations, such as the narrowing of the curriculum to what is covered in tests, and cultural constraints. As you point out, educational environments and resources play a large factor in the successful transfer of such structured curricula and their underlying theories.

In Serbia, Psychology is an alternative course at the High School.

Students choose between ''Psychology'' and ''Sociology'' to attend for 2 years.

It is also an alternative course at the first year of Bachelor Studies at the University.

Training in technology

We use livetext at SQU. Fieldwork with students is assessed using a number forms on livetext that match NAEYC requirements for early educators. The students teachers are assessed by a cooperative teacher at school and a professor from the university.

Often in the UK people use Fellowship (Fellow /Senior Fellow /Principal Fellow) of the Higher Education Academy as a measurable qualification for teaching in higher education. Sometimes this is combined with a Post Graduate Certificate (PGCertTLHE or similar).

شكرا د. صلاح

Interesting topic. In Iraq, primary and secondary school teachers are either completed a bachelor's degree or from one of the teachers 'and teachers' training colleges. In other cases, they have completed their education in the basic education faculties, so that they are qualified to teach in these schools. I have mentioned in advance their university studies or in those specialized institutes and thus mastering the specialization required for teaching in such schools as math, language, science, sport, drawing or any other specialty.