Adequacies of general education teacher:

  1. Mastery of knowledge in his/her field of specialization as to be able at understanding his subject of specialization, knowing its characteristics, concepts and terminologies; that helps him in designing educational didactic experiences. 
  2. Ability of searching, investigating and acquiring the skill of thinking, as it is indispensable for the teacher to have available knowledge on scientific research methods and their techniques, tools and the skills of using those methods, which make him capable of getting knowledge in a systematic scientific manner; with regard that thinking represents an important foundation for learning milieu.
  3. Understanding children’s growth characteristics and teaching learning theories that enable him on placing this understanding in designing milieu of teaching and learning, which support the learner’s growth comprehensively.
  4. Awareness of individual differences and the ability of considering them and the application of this awareness that based on scientific knowledge by using didactic strategies, which suit the pupils with their diversity and distinction; whatever the reasons of that, as what achieves maximum growth for the learner; satisfying his needs and tendencies and developing his dispositions.
  5. Caring of learners and controlling their demeanour in the class, besides well-using of reward and punishment styles.
  6. Knowledge of teaching learning strategies and well-selection and usage of teaching methods, as that which suits the nature of the study subject and teachers’ characteristics to achieve the creation of milieus that encourage initiative, critic thinking, making decision and taking to solve problems.
  7. The ability of planning the lesson and achieving its objectives; this ability includes determining the specific objectives of the deductive subject, its purport, the activities and suitable means to it. This requires knowledge of the planning origins and the mastery of depending on it; hence teaching is effective and based on maximum utility of time.
  8. The ability of designing learning milieu, the milieu, which cares that learning is positive, active and effective; depending on cooperation and group work and development of self-learning.
  9. Thoroughness of communication skill by adopting diverse means that make this communication effective; dealing with the learner, his family and all parts of the teaching learning milieu.
  10. Well-management of the classroom and didactic status as to guarantee that the learner is the pivot of the teaching process.
  11. Awareness of the importance and employing of education technology means and well-selection of and usage of educational aids and the ability of using them as a means and device of achieving effective learning that suits the components of the educational milieu.
  12. The belief in cooperation and leading ability and the transfer of this belief to the practice that is based on knowledge so that the opportunities of cooperation and leadership are given to the learners.
  13. Possessing self-learning skills.
  14. The ability of field application: as what the teacher acquires through the training programme should be transferred from view to practice; that reflects gaining application skills and using them usefully.
  15. Assessment of teaching and learning; starting out from that asseassment is an educational means and an ingate to improvement, development, sustainable development for the learner and benefiting from assessment programmes depending on rationed styles of assessement in improving the lerner’s progress. This requires perfection of assessment skills.
  16. Awareness of the impotance of sustainable occupational development for the teacher, as the occupational development for the teacher is based on the awarness that pre-occupation training needs self-occupational development in the meantime and after graduation and practicing work.
  17. Commitment with profession ethos. This commitment is applied on regard that education is a job of mission and the teacher should commit with the ethos of education career and proper ethics.

Training pattern, faculty naming and didactic programmes:

The pattern used in faculty of education is an integral pattern (academic training besides occupational training) because of the capability of this pattern in preparing the students since the beginning of the study on teaching career.