Teachers, Teacher Education, and Professional Development
Primary school teachers are qualified to teach all subjects of the national curriculum, including mathematics and science. They are university graduates or graduates of the Cyprus Pedagogical Academy (which closed when the University of Cyprus was established in 1992). While most teachers hold a bachelor’s degree from the University of Cyprus, some teachers hold academic degrees from other universities, which are recognized as equivalent and corresponding to those offered by the University of Cyprus. Graduates of the Cyprus Pedagogical Academy will have completed a special program between 1997 and 1999 at the University of Cyprus or one of several Greek universities.15 Secondary school teachers are required, at minimum, to hold a recognized bachelor’s degree in a subject taught in secondary education. In addition, prospective secondary teachers must complete a preservice training program delivered by the University of Cyprus (as of September 2007).16
Teacher Education Specific to Mathematics and Science
Primary school teachers are qualified to teach all subjects of the national curriculum, including mathematics and science. Secondary school teachers who teach mathematics and science are required to hold a bachelor’s degree in their respective field, and to have completed the one year preservice teacher preparation program delivered by the University of Cyprus.17
Requirements for Ongoing Professional Development
The MoEC is responsible for organizing in-service training for teachers in the public sector mainly through the Cyprus Pedagogical Institute.18 The institute offers compulsory and optional programs for teachers of all levels. These programs include courses, school-based seminars, conferences, and workshops,19 which may address any subject thematically, including mathematics and science. Two 40-minute periods per week are recommended for professional development at the primary and preprimary levels, while secondary school teachers are required to attend seminars delivered by the Inspectorate twice a year.20
Since 2011, emphasis has been given to providing systematic and sustained support for teachers, targeting their knowledge of the new mathematics curriculum and mathematics instruction.21 With regard to science, teachers are supported at the school level as well as through regional seminars, which include demonstration lessons and interactive workshops, designed to engage participants in activities related to the content and principles underlying the new science curriculum.22