English 1 is a theoretical, 3-credit hour university requisite, and a general English Course which is designed to serve all BA and BSc Students of (PTUK) in all faculties. This course aims at developing students’ repertoire of the English language main skills as well as sub-skills through providing them with broad varieties of language patterns, grammatical and structural rules, and vocabulary items that can enable them to communicate meaningfully within ordinary and real-life contexts and situations. This course is also oriented towards equipping students with the skills they need to comprehend texts, contexts, and situations that are related to ordinary and real-life topics. Throughout this course, students will be exposed to a wide and various aural inputs in order to broaden and deepen their skills in listening, judgment, and critical thinking. Students of this course are expected to acquire and practice the skills they need to maximize their capabilities to express opinions about ordinary and real life topics both orally and in a written format, which will help in widening the students’ academic horizon.

This course aims to introduce students to civilization, its’ characteristics, patterns, and its relationship to civics and culture. It focuses on the study of Islamic civilization, its’ genesis, components, characteristics, contemporary problems and issues, such as the civilizational interaction between Islamic civilization and the West, the contributions of Muslim scholars to human civilization, the impact of Islamic civilization on global human civilization, and ways of transmission to various countries of the world. It also deals with scientific development, Islamic systems and institutions, architecture and arts in Islamic civilization.

This course aims to enhance students' understanding and proficiency in educational technology. It equips students with the ability to integrate educational technologies into teaching and learning. The course covers key concepts in educational technology, types of educational activities, multimedia, technological curriculum, educational design, computers, and the Internet.

This course offers an introduction to teaching mathematics in the early education levels (grades 1-4). Students will learn the fundamental principles and methods of teaching mathematics at this stage, aiming to help them gain knowledge, understanding, and appreciation of mathematics, as well as the ability to think mathematically. The course provides the opportunity for students to discuss and develop their understanding of teaching mathematics in primary schools, and to prepare, support, and reflect on their own teaching practices. It also covers the objectives of mathematics for grades 1-4, academic content, and activity patterns, with a focus on mathematics in grades 1 and 2. Additionally, it includes topics such as numbers, basic operations like addition and subtraction, and strategies for teaching these concepts to a classroom of 20 students. In this stage, students will learn the basic principles, methods, and techniques of teaching mathematics. The course will also cover how to address conceptual errors made by teachers, such as students' mistakes in the four main mathematical operations and confusion in geometry, shapes, or units of measurement. Additionally, the focus will be on involving students in practical mathematical experiences, identifying mathematical concepts and skills, and relating them to real-life situations. During the course, there will be an exploration of teaching mathematical concepts and addressing misunderstandings in everyday contexts. The students will be guided to plan fundamental classroom mathematics activities that can help children develop essential mathematical literacy knowledge, attitudes, and skills. This will lead to a deeper understanding of the teaching and learning of mathematics.

This course is an introduction to teaching Arabic for the grades (1-4). It aims at providing students with sufficient knowledge of the nature of the Arabic language for those grades, in addition to strengthening the connection between the nature of the Arabic language and the objectives of teaching it for grades (1-4). It also aims to help students develop knowledge, understanding, appreciation and thinking in the Arabic language. It also aims to develop listening, speaking and expression skills among students, including enhancing phonemic awareness, understanding of the audible text, reading aloud and interacting with oral and written questions. The course will also address methods of teaching the Arabic language. Students will be provided with basic concepts and methods specific to teaching and learning the content, including conceptual errors that students may carry towards the content and methods of teaching it. The student is provided with books and resources for the elementary stage in the first and second grades of Arabic language (both parts) to discuss examples

The student is required to write a scientific research paper on a topic related to the primary education stage. This is done in coordination with the supervising professor, who will guide the student through all stages of writing the research paper and ensure that the scientific research requirements and procedures are met. The supervising professor will then discuss the student's research with a scientific committee to verify adherence to the principles and standards of scientific research.

This course aims to introduce students to the meaning and implications of reading comprehension, and to familiarize them with the levels and skills of reading understanding. Students will become proficient in basic comprehension skills, then progress to inferential or implicit understanding, and ultimately to critical comprehension. The course will also enable students to comprehend written and oral messages at the levels of words, sentences, and paragraphs.

This course aims to utilize various models and types of digital educational games that are based on challenge, imagination, and curiosity in learning. These games support educational development methods such as discovery games, puzzles, mathematical challenges, robotic games, and other programmed digital educational games. The course provides students with the opportunity to develop practical skills in problem-solving through educational games, enhance cognitive abilities, and create an interactive and collaborative learning environment. It also includes numerous activities and purposeful digital educational games that support methods and strategies for improving education and learning.

This course explores the concept of learning difficulties and provides an overview of the history and development of the field. It covers different classifications of academic and developmental learning difficulties, clarifying the distinctions between them. The course also presents a set of characteristics for identifying individuals with learning difficulties and offers methods for early detection. Additionally, students will have the opportunity to practice using diagnostic methods and tools, as well as developing and designing intervention plans. The course aims to introduce students to specific learning difficulties, such as difficulties in reading, writing, and mathematics.

This course covers the concept of linguistic patterns and structures, as well as methods for their development. It focuses on the basics of Arabic grammar, such as simple nominal sentences, simple verbal sentences, and common expressions in daily use. The course aims to help students distinguish between the meanings of masculine, feminine, dual, and plural forms, as well as nominatives, accusatives, and the grammatical tools that affect sentence structure in their simplest forms. It also covers verbs, the particles that influence the present tense, prepositions, and adverbs. Additionally, the course explains the procedural steps for teaching linguistic structures.

The course aims to introduce the guidance and counseling program in the school, the guidance work team, the position of guidance in the educational process, the role of the counselor and the role of the teacher and the duties of the counselor in the school, guidance work records, the developmental needs of students at different stages, developmental guidance and counseling, counseling and aspects of growth, surveying needs and problems, determining the goals of guidance, group guidance in classes, group guidance in school, group guidance in classes, parent-teacher consultations, The subject deals with the concept of prevention of psychological problems, protection from child abuse and neglect in the family, protection from child and adolescent abuse in school, protection from sexual abuse, protection from substance and drug abuse, and prevention of trends of hatred, fanaticism and discrimination.

The course deals with the events of the Palestinian issue through the most important ages from the Canaanites until the year 2021. It focuses on the Islamic conquest of Palestine in the year 15 AH 636 AD, the Crusader torch from 1099 to the liberation of Salah al-Din al-Ayyubi of Palestine in 1187, and it talks about the Ottomans in Palestine from 1516 to 1917. The course is concerned with the Palestinian issue during the British occupation in 1917, until the Nakba in 1948, and the establishment of the occupation state .It deals with the Palestinian resistance and revolutions during 100 years, and Arab-Israeli wars from 1948 to 2021.The course talks about Palestinian Liberation Organization, Palestinian resistance movements and parties, Palestinian Authority and the peace negotiations projects since the 1978 Camp David Accords until 2021.The course talks about attempts to Judaism Jerusalem and Al-Aqsa Mosque since the Palestinian setback in 1967 until 2021, and the issue of Palestinian refugees since 1948. It also anticipates the future of the Palestinian issue.

This course aims to introduce the student to the different teaching methods and their types and how to use them in the classroom, in addition to successful teaching and achieving the educational and learning objectives effectively in the maximum possible time and effort.

The course provides an introduction to Islamic education and its importance in shaping the moral and behavioral values of students in grades 1 to 4. It covers concepts such as belief in God, the Prophetic Sunnah, pillars and values of Islam, worship and prayer, etiquette of behavior, Islam’s perspective on individuals, families, and societies, and Islam's perspective on society as a whole. Additionally, the course presents various teaching strategies for Islamic education.

This course aims to help the student teacher develop knowledge and understanding of science-related knowledge and skills for grades (1-4) in a way that leads to the development of positive attitudes towards science and the teaching process. This course introduces the student teacher to the skills and methods of teaching various topics such as: living organisms (the five kingdoms of living organisms), the human body, and classification. It also aims at addressing some misconceptions that the student teacher may hold about science concepts, and how to discover and treat them upon request by teachers or students. The course also aims to enable the student teacher to be able to analyze parts of the science textbook in a way that ensures that they obtain basic knowledge and skills and link them to real-life situations for students, so that this leads to the development of positive attitudes towards science and the teaching process. During the course, the student teacher is provided with directed tasks such as preparing science lesson preparation models, planning class and semester lessons, reflective tasks and tasks related to training in school while studying the fourth practical education level parallel to the course.

This course covers the integrative curriculum: its concept, justifications, goals, characteristics, types, and its importance in teaching at the primary education level. It includes steps for planning and implementation, and features practical models from various subjects for the stage. The course also emphasizes the teacher's role in applying this curriculum in the educational process.

This course aims to provide students with knowledge and skills in teaching essential subjects. It covers building educational objectives, formulating classroom questions, conducting assessments, and preparing daily lesson plans. The course also addresses specialized methods for teaching children, including the use of senses and the surrounding environment, cooperative learning, and role-playing.

This course introduces the importance of educational aids, both physical and electronic, along with their benefits, characteristics, and various sources. It covers the classification and types of different aids, with a focus on educational boards, drawings, models, samples, and devices used in the presentation and production of educational materials. The course aims to develop students' skills in producing educational aids and understanding the rules for their functional use in teaching. It also addresses the management, maintenance, and storage of educational aids. Additionally, students will gain knowledge on how to use specialized technology and digital information in language, mathematics, science, and education, and how to apply them within the school curriculum. The course provides practical ideas for integrating technology into existing lessons and creating online courses using various tools, enabling students to enhance e-learning content and present their work using a smart board.

course covers the school curriculum, including its concept and terminology, elements, and the foundations of the school curriculum. It addresses the evaluation and development of the school curriculum and compares traditional and modern curricula. The course includes downloading some curricula and textbooks relevant to classroom teachers, the textbook, and the teacher's guide, with a focus on building a modern curriculum concept based on educational games.

This course is based on two main pillars. The first is the student’s mastery of knowledge of the facts, concepts, principles, and generalizations that constitute the content of social studies at the primary education level. The second is the mastery of using appropriate teaching methods for that content. The course covers topics in social studies relevant to the curriculum of the primary education level, appropriate teaching methods for the students at this stage, the nature of social studies, research methods and thinking within the field, and some practical applications

This course provides an opportunity to engage with mathematics at the basic level in Palestinian schools. The main objective is for students to become familiar with reflecting on the teaching of mathematics in elementary grades. Students will also learn modern teaching skills in mathematics, with a focus on geometry. The course covers fundamental concepts in geometry, such as points, lines, rays, perpendicularity, parallelism, angles, and geometric shapes like rectangles, squares, polygons, quadrilaterals, triangles, and circles. It emphasizes understanding how geometric shapes can be analyzed and classified based on their properties and relates mathematical problems to real-life situations. The course also clarifies teaching methods for the mentioned mathematical concepts and addresses common misconceptions that students may have. This course offers students a chance to become more involved in math education and assessment. Additionally, students are provided with appropriate assessment tools that are used and developed during practical training (3 and 4).

This course aims to introduce students to the concept of art education and its teaching methods, as well as understanding the stages of a child’s artistic development and how to guide and support each stage. It covers the skills, knowledge, materials, and tools needed that are appropriate for the child’s age and physical development. The course highlights the teacher's role in providing opportunities for children to express themselves freely and develop artistic creativity. It also addresses fundamental musical skills suitable for primary school teachers, such as rhythm, melody, and activities like songs, chants, and musical games. Additionally, students will receive training in basic instrumental playing on various musical instruments.

Identifying the educational goals of society in Palestine, the various trends that determined the types of schools, the different stages of education, university education, the educational hierarchy, mothers’ training, vocational education, the educational hierarch in Arab schools, government exams, the educational system, university education in Palestine. Education during the Israeli occupation, education during the era of the Palestinian Authority.

This course covers fundamental concepts in classroom management and organization. It addresses the social-human relations approach and the behavioral school approach to classroom management. It also explores the teacher’s duties and responsibilities, strategies for maintaining order in the classroom, and ways to address student problems.

This course introduces the most famous types of Arabic calligraphy and includes the practical application of the most famous scripts, such as Ruq’a and Naskh. Furthermore, this course introduces the concept of dictation—spelling errors and ways to deal with them. Having a general idea about punctuation marks and the methods of teaching them used in the primary classes in particular and about the spelling problems faced by students and learners, especially those related to the hamza in the middle of a word or on a single tone, or a single vowel, or a waw. It also presents the shortened and soft alif, the conjugation of some vocabulary, and the structure changes when folded and plural. In addition to the tied and open ta' and the ha' at the end of the word among other related topics. Lastly, the course offers students the opportunity to analyze writing samples typically encountered in basic education for grades 1-4

This course consists of two parts, one theoretical and consists of (16) hours distributed throughout the semester in specific face-to-face meetings, and a practical part and consists of (60) hours spent by the student teacher in practical education schools. This course aims to train student teachers on observation, monitoring, and teaching skills, either through workshops within the university (micro-teaching) or in the training school and under the guidance of academic supervisors, guiding teachers, managers, and educational supervisors. Teaching skills include all elements of the educational situation such as: lesson planning, lesson implementation, verbal interaction, asking questions, classroom management, teaching strategies, and student evaluation. The student teacher begins by observing the classroom environment and the school environment. Students will also be asked to implement a number of partial classroom situations within the partial participation activities through partial teaching.

This course covers how to use information and communication technology (ICT) and specialized digital resources in language and mathematics education. It explores how to apply these technologies within the scientific curriculum and utilize pedagogical principles in virtual laboratories for language instruction with technology. The course emphasizes the effective integration of ICT tools and open-source resources to support the quality of mathematics teaching and learning, using virtual classrooms and social networks based on ICT to enhance student learning. By the end of the course, students will be able to develop new teaching practices and create interactive resources using internet tools.

This course examines the impact of the family on the various aspects of a child's development. It identifies the types and functions of families, studies the patterns and methods of family upbringing, and explores the effect of the child's position and gender within the family on their growth. Additionally, the course identifies family problems in terms of their types and sources, emphasizes the importance of communication between the family and the school, and discusses methods for implementing effective communication through an appropriate classroom environment.

Students perform voluntary work such as donating blood, repairing homes, tourist trails, or holding educational workshops at the university, and the student is committed to training or working for 40 hours.

This course focuses on the concept of education, its kinds, objectives, and the development of the ideas and objectives throughout the ages, the main pillars of the educational process, the foundations of psychological and social education, academic research skills, the reality of educational problems in the Arab world and suggestions, and solution and development of education.

This course aims to help the student teacher develop knowledge and understanding of science-related knowledge and skills for grades (1-4) in a way that leads to the development of positive attitudes towards science and its teaching process. This course introduces the student teacher to the skills and methods of teaching various topics such as: the environment, earth, the four seasons, night and day, celestial bodies, energy and force and its forms and transformations such as: motion, electricity, magnetism, light and sound, in addition to addressing some misconceptions that the student teacher may hold about science concepts, and how to discover and treat them among student teachers or students. The course also aims to enable the student teacher to be able to analyze parts of the science textbook in a way that ensures that they obtain basic knowledge and skills and link them to real-life situations for students in order to lead to the development of positive attitudes towards science and the teaching process. During the course, the student teacher is provided with directed tasks such as preparing models for science lessons, planning class and semester lessons, reflective tasks and tasks related to training in school while studying the second level of practical education parallel to the course.

This course deals with the most important models and strategies that the teacher must master in order to use them in teaching, according to the conditions of the subject matter, the goals he wants to achieve, and the characteristics of the students he teaches. These models include: the behavioral shaping model, empowerment learning, discovery learning, social challenge, the inductive model, meaningful verbal instruction, dispersion composition, Rogers' model, William Glasser's model, the model derived from Piaget's theory, Gagné's model, and others.

This course addresses the concept of measurement, including its definition, errors, nature, advantages, characteristics, and types of scales. It also covers the concept of evaluation, including its definition, purposes, and types, as well as the relationship between measurement and evaluation. The course reviews the principles, methods, areas, and purposes of evaluation. It includes characteristics of good tests, such as validity, reliability, objectivity, and usability, with a primary focus on the importance of tests and their types, including oral and written formats. Emphasis is placed on test construction, particularly on the specification table. The course features practical applications related to the specification table, evaluating questions in curricula, designing tests with good test characteristics, and developing remedial plans while considering the characteristics of worksheets and their differences from tests.

This course deals with the concepts of drama and theater, their educational, practical, and aesthetic role, and their impact on the educational process in educating children. The course also includes preparing programs and activities that help train the student teacher to employ drama in education, learn about the forms of theater and its history, the elements of constructing the play, role-playing, stories, body language, and simulation. The ability to compare drama and theater and how to apply these drama strategies in the student’s development and education, such as movement. Creativity, rhythm, gesture, voice, and role-playing in teaching various subjects.

This course aims to help students develop knowledge, understanding, appreciation and thinking in the Arabic language. It also aims to provide students with skills in employing knowledge related to the different stages of teaching. It also aims to provide students with reading skills, silent reading, reading comprehension, hymns, and religious texts. Students are also provided with basic concepts and methods for teaching and learning the content, including conceptual errors that the student may have towards this content and its teaching methods. The student is provided with books and resources for the elementary stage in the third and fourth grades of Arabic language (both parts) to discuss examples.

This course aims to provide an overview of the history and evolution of Arabic writing through the ages. It covers spelling rules and their relation to Arabic sounds, structures, and grammatical rules, as well as the differences between spoken and written language (including rules for addition and omission) and punctuation rules. Students will learn about different Arabic scripts and how to write them. The course also addresses teaching punctuation tools and fundamental spelling issues, along with methods for teaching these topics.

The course aims to develop the students’ cognitive abilities and communication skills in Arabic language by introducing Arabic dictionaries, spelling and grammatical errors, and familiarizing them with ancient and modern Arabic literary models including models from the Holy Qur’an.

This course is designed to serve PTUK students in the faculties of Science and Engineering as well as the students of Educational Technology (ET); it offers a broad overview of the English language learning skills in reading, writing, speaking that will enable them to communicate meaningfully in scientific contexts and situations. It also offers a broad variety of scientific language grammatical patterns and vocabulary items that are needed to comprehend scientific contexts and trends. Throughout this course, students will be exposed to a variety of scientific topics, aural input in order to broaden and deepen their critical thinking skills and to help them express opinions about modern scientific topics and problems.

This course covers the development of reading, describing the reading process, learning objectives, skills, and their relationship to other linguistic skills. It also includes reading readiness, methods of teaching reading in the first grades, applied examples of these methods, evaluating students’ performance in reading, and issues in reading such as reading retardation and methods of treating it. Additionally, the material covers the concept of writing, its basis, and skills in first-stage classes. It also includes the concept of dictation, its importance, symptoms, types, and methods of teaching each one. Evaluating students’ performance in it means of treating it, the concept of calligraphy, its importance, its goals, the main steps of teaching calligraphy, methods of evaluating students in it, means of caring for its improvement, and the relationship of writing to other linguistic skills.

This course aims at defining the practical education program in terms of its objectives, the importance of its basic principles, the stages of this program and the training models in this program, then identifying the boundaries and intersections (responsibilities) of the common elements in this program (the cooperating teacher, the student teacher, and the supervising teacher) as a social human basis for the program, and reviewing the procedural cognitive aspect of the program by identifying the basic competencies and skills for teaching, starting with the behavioral objectives and their formulation, readiness to learn, and the stages in which lessons are presented, with a link to some necessary skills such as the skill of asking questions, motivating and reinforcing, managing and controlling the classroom, using learning aids and teaching methods, then identifying the methods and means of evaluation appropriate for classroom teaching and their relationship to feedback, and linking these competencies to daily and annual planning. This course aims to introduce student teachers to the nature of practical education from all its aspects, and they are introduced to the mechanism for distributing them to practical education schools. It focuses on the cognitive, conceptual, value-based and theoretical content of practical education, in addition to an overview of the most important technical aspects required by the classroom situation, the basic concepts of teaching and how to evaluate the performance of student teachers during the stages of practical education.

This course addresses the factors influencing development and the developmental characteristics of children from the preschool stage and their implications for organizing learning. It covers the middle childhood stage (ages 6-9) and late childhood stage (ages 9-12), focusing on the developmental characteristics of children in the elementary stage and their implications for organizing their learning.

This course covers sets, the operations on them, their representations, types, and properties, as well as number sets and operations on them. It includes the representation of real numbers on the number line. The course also addresses mental arithmetic as a crucial skill that the human mind practices from an early age, beginning with a child’s first interaction with numbers.

This course deals with the concepts and terminology of physical education and the importance of physical exercises and their effect on the player's body, and addresses the physical, daytime, psychological, mental, social and emotional characteristics of the basic educational stages. It also deals with methods of learning physical exercises in both the general and partial ways, preparing semester and daily plans, how to teach small games, acting exercises and the movement story and implementing this practically, knowing the stages of child development and how to deal with and guide each stage, and the skills and information required.

Remedial English: The course is a compulsory service course offered for first year students. It is a prerequisite for E1 and it focuses mainly on the language learning skills: listening, speaking, reading and writing. The course is intended to equip the students with basic skills necessary for successful communication in both oral and written forms of the language. In addition to grammar and how to use vocabulary in a meaningful context.

The course introduces the student to concepts, theories and skills in the field of human communication in Arabic and English, and provides him with basic skills in the field of communication with himself and with others through the art of recitation, dialogue, persuasion, negotiation and leadership, to enhance his practice in his daily and practical life using new methods based on diverse and effective training and evaluation. In addition to the knowledge of electronic communication and social intelligence, as well as enabling the student to write his CV and conduct a personal interview in Arabic and English. The course aims to develop the student's skills on written, oral and electronic communication and the use of body language in order to improve the abilities to communicate with others in general, in addition to the students' abilities to send and receive in the study and work environment in particular.

This course consists of two parts, one theoretical and consists of (16) hours distributed throughout the semester in specific face-to-face meetings, and practice part which consists of (90) hours spent by the student teacher in practical education schools. This course aims to train student teachers on teaching skills, either through workshops within the university (micro-teaching) or in the training school and under the guidance of academic supervisors, mentor teachers, managers and educational supervisors. Teaching skills include all elements of the educational situation such as: lesson planning, lesson implementation, verbal interaction, asking questions, classroom management, teaching strategies, and student evaluation. The student teacher begins by implementing a number of situations and classroom sessions within the participation activities, by planning and teaching some sessions, each of which is implemented in a classroom session, and gradually teaching half a day individually, in addition to their role as a support teacher through helping the mentor teacher in following up on students in implementing classroom activities, helping underachieving students and evaluating students’ performance. It ends with educational tasks that include planning and teaching for a full day, and this is done through a specific program supervised by the mentor teacher and academic supervisor..

This course aims to equip students with the mathematical competencies required for teaching at the primary education level. It includes: number sets (natural, whole, and rational numbers) and their properties, prime numbers, number theory, sets, and functions.

This program addresses the need for teachers to be aware of both local and international concepts and contexts in inclusive education. It provides a framework for understanding and responding to ways expected to meet the learning needs of all children with diverse needs, including those with special educational needs and disabilities. This course introduces fundamental concepts related to inclusion, diversity, and special educational needs. It also presents current policies and practices in inclusive education both in Palestine and abroad, and explores significant issues related to inclusive education.

This course covers the concept and justifications for instructional design, explores the relationship between instructional design and educational technology, and introduces the theoretical foundations and stages of instructional design, as well as the concept of systems. The course aims to present instructional design models and equip students with the necessary skills to design an instructional unit based on these models. It also seeks to develop students' abilities to produce educational programs within the framework of individualized instruction, such as instructional materials, educational packages, Keller's plan, and mastery learning through programmed instruction.

The course aims to introduce students to the concept of talent and creativity, how the concept develops, its stages and components, creative thinking processes, obstacles to creative thinking, characteristics of gifted students, means of discovering them, educational programs, how to guide them, the school environment and its role in developing talent and creativity, characteristics of their teachers, teacher qualification and training programs, as well as introducing students to programs that deal with them and operate and direct their abilities. The course also includes a presentation of strategies used in developing creativity and special educational programs for creative people, their mental, physical and emotional characteristics, methods of discovering creative people, their problems and ways to overcome them.

This course covers the fundamental concepts, principles, and theories in educational psychology, and research methods for studying educational problems encountered by teachers in their work. It also addresses the assessment of teaching outcomes, factors affecting student learning positively and negatively, and the application of learning theories both inside and outside the classroom. Topics include individual differences and their consideration in teaching, intelligence and creativity and their theories, concept learning, critical thinking development, problem-solving, learning attitudes and values, motor skills, and transferring learning to real-life situations. Additionally, the course includes preparing and administering achievement tests.

This course covers the concept of the terms "profession" and "job," the ethics of the teaching profession including its sources, moral values, and the principles derived from them. It also discusses the moral characteristics that Palestinian teachers must possess and their role in the twenty-first century. The course includes applied activities related to ethical and behavioral situations and problems that teachers may encounter during their profession.

In "Mathematics and its Teaching Methods (2)", students are introduced to methods of teaching mathematics with a greater focus on teaching mathematical concepts mentioned in the textbook for third and fourth grades. The course also addresses basic misconceptions in grades 3-4. The course aims to enhance the student's understanding of educational content to support the development of effective teaching practices. This includes studying common concepts, misconceptions, and challenges that learners encounter in practical education (parts 1 and 2). Additionally, the course will cover an analysis of teaching strategies that can be employed to address learners' needs. Topics will be discussed, such as odd numbers and factors, drawing binary mathematical shapes (cube, cylinder, cone, and pyramid), data tables, and completing number and fraction patterns while developing a deep understanding of multiplication and division, multiplication and division strategies within the category of 100 and for fractions, especially the fraction unit ( The denominator with the numerator).

This course consists of two components: one theoretical, comprising 16 hours distributed across the semester in specified face-to-face sessions, and the other practical, consisting of 90 hours that the student teacher spends in practical education schools. The aim of this course is to train student teachers in teaching skills through workshops within the university (micro-teaching) or at the training school, with guidance from academic supervisors, mentor teachers, principals, and educational supervisors. Teaching skills covered include all elements of the educational situation, such as: planning and implementing a study unit, classroom management, teaching strategies, student assessment, producing educational materials, and utilizing educational technology. The student teacher starts by implementing several classroom situations through a full day of teaching, in addition to their role as a supporting teacher by assisting the mentor teacher in monitoring students' participation in classroom activities, helping students with low performance, and assessing students' performance, among other tasks. The course concludes with teaching assignments over a full week, conducted according to a specific program supervised by the mentor teacher and academic supervisor.

This course aims to introduce students to the concept of scientific research methods, its purposes, fields, and various types (historical, descriptive, experimental, and content analysis), scientific research tools, and technical methods in writing and evaluating research, with applied examples from the field of education. In addition to teaching the student the steps of scientific research and its research methods, identifying the study problem and hypothesis, defining and formulating it, choosing the research sample, and designing a questionnaire until we reach the design of a research plan that achieves the objectives of scientific research.