Teachers, Teacher Education, and Professional Development
Teachers acquire knowledge and specialized skills, as well as professional, cultural, and social competencies through teacher preparation programs provided by schools of education and human sciences in colleges and universities. Prospective public school teachers must complete, on average, four years of university level study at an education college or a specialist college. Graduates of specialist colleges receive additional pedagogical training, arranged exclusively by the Ministry, before they start teaching.
The qualifications and conditions for teaching in public schools differ for UAE nationals and non-nationals; specifically, the required number of years of experience and the compensation are different for the two groups of teacher candidates. While the age criterion for national candidates is subject to Civil Service Bureau rules and regulations, non-national candidates must be under 40 and must have at least three years of teaching experience. While there is no minimum GPA requirement for national candidates, non-nationals must obtain an average of “C” at least, with the exception of those who hold education diplomas and higher degrees. Nationals are given priority in job placement. Priority also is given to candidates who hold an International Computer Driving License (ICDL) and a certificate in the Test of English as a Foreign Language or the International English Language Testing System.
Teacher Education Specific to Mathematics and Science
Mathematics and science teachers must hold the equivalent of a bachelor’s degree in mathematics or science, and preferably an education diploma. Mathematics and science teacher candidates for Grades 4 to 12 are required to hold an ICDL. New teachers also are required to pass a written examination and a professional interview.
Requirements for Ongoing Professional Development
Professional development is the responsibility of both individual teachers and the Ministry of Education. Once employed, teachers must continue to develop their knowledge and professional and cultural competencies. Professional development programs for new and experienced teachers are organized by departments within the Ministry or by educational districts under the guidance of supervision departments within these districts. Programs are designed to meet teacher needs within each district and are developed based on classroom visits and teacher questionnaires in addition to teachers’ cumulative records.
Most professional development programs concentrate on developing competency in mathematics and science as well as pedagogy for teachers who have not graduated from schools of education. The major topics addressed in professional development programs for mathematics and science teachers include the following:
- Features of the educational system in the UAE and regulations governing the performance of teachers
- Assessment of student learning
- Modern teaching methods
- Effective classroom learning
- The learning environment and integrating special needs students into the education process
Teacher performance is monitored through classroom visits by mathematics and science supervisors in each school. Supervisors recommend suitable training programs and workshops for teachers as needed. Mathematics and science supervisors also encourage new teachers to participate in exchange visits and programs focused on curriculum and assessment regulations.