Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Mathematics and Science
There are several ways to become a primary or secondary education teacher. Teacher education for the primary education level (Grades 1 to 4) may include five years of formal education at a higher education institution with specialization in pedagogy, methodology, and primary education instruction. Alternately, education may include four years of a bachelor’s program at a higher education institution with specialization in pedagogy, two years at a pedagogical college for students who enter college following graduation from secondary school, or four years at a pedagogical college for students who enter college following graduation from basic school. In recent years, earning a diploma from a higher education institution has become more widespread among primary school teacher candidates.
Teacher education for mathematics and science at the basic and secondary education levels (Grades 5 to 11) also may include the following: five years of formal education at a higher education institution with qualifications as a teacher of mathematics, physics, chemistry, biology, or some combination of these; four years of higher education, with a Bachelor of Physics-Mathematics (or Science) Education; or six years of higher education with a Master of Physics-Mathematics (or Science) Education. Students must complete the education program in accordance with the Federal Educational Standards of Higher Professional Education, prepare and defend graduate qualification work, and pass examinations.
Teachers of mathematics or science must hold a university degree in mathematics or science education or a noneducation university degree, and a certificate of additional courses in mathematics or science education.
New professional standards for teachers will be introduced in 2017.
Requirements for Ongoing Professional Development
Professional development is no longer compulsory and is being reoriented to align with new education goals. This involves a change in emphasis from subject content to student development, such that teachers are receiving more training in active learning strategies and child development. Teachers also are being taught to use ICT in the learning process.