1. Faculty of Education Assuit University

3. -Language of Study: Mostly Arabic is the official language of study and means of communication and instruction, except for English and French teacher education programs in which both Arabic and English/French are employed as the language of study/instruction depending on the nature of the studied courses and the target students.

4. -Academic Degrees Offered by the Institution:
BA and Bsc
Diploma
Specialized Diplomas in Education
MA in Education
PhD in Education

6. In addition, the college offers 34 graduate programs that grant the following degrees: Diploma, MA and PhD.
Currently, the college is seeking the execution of the credit hours system for graduate studies in the following programs:
Professional Diploma in Education
Special Diploma in Education
MA in Education
PhD in Education

7. Moreover, there are authorized centers and points in the college for the identification of: (1) talented and/or gifted learners; (2) creative learners; and (3) those with learning difficulties and special educational needs. Based on the identification process, some appropriate remedial teaching/learning strategies and/or programs are selected to
motivate and support those learners

8. Also, there are specialized training programs for student teachers provided by the Public Service Center and the Psychological Counseling Center, which target the qualification of student teachers to cope with the most recent advancements and innovations and job market needs.

9. As for teaching/learning strategies, the college currently has a teaching/learning strategy that has already been documented, authorized, and announced. This strategy aimed at activating and sustaining the teaching-learning process in the college, and thus achieving its vision and message throughout the diversity of the included teaching-learning modes and types, such as: Cooperative Learning, Individualized Instruction/Learning, Discussion and Brainstorming. The employed strategy was reinforced by some teaching-learning styles for low-ability learners that cope with their mental and cognitive characteristics, such as peer learning, self-inquiry and modelling-based method.

10. Assiut University College of Education seeks the preparation of teachers whose capacities become suitable to contemporary education. This way, prospective teachers can perform multiple jobs/functions and possess many characteristics developed by the college, which can be represented in the following:
1-Mental and Cognitive Aspects
2-Teaching Desire
3-Psychological and Social Aspects
4-Field Training (Teaching Practice)

11. Educational supervisors’ reports on field training;
There is a group of indicators of measuring the effectiveness of field training, which can be represented in:
Educational supervisors’ reports on field training;
Some of students’ reports on teaching practice;
Educational outcomes’ questionnaire used in teaching practice.
Teaching Practice Efficiency Measure Questionnaire.

12. Assiut University College of Education launched a Teaching Practice Development Project with the goal of enhancing the performance of undergraduate students and General Diploma in Education students (One-Year Mode). The project aimed at developing the teaching practice program in teacher preparation branches through:-

13. Enhancing student teachers’ performance by acquainting them with the knowledge and performance competencies related to carrying out teaching skills, dealing with the teaching situation, and actual communication with students, colleagues, and school administration;
Enhancing the level of supervision for co-operative teachers at schools who are responsible for supervising and directing student teachers in teaching practice.

14. 3- Offering training programs for junior and senior student teachers in the college.
4- Offering training programs for school directors, inspectors, and cooperative teachers.
5-Establishing a micro-teaching lab in the college to enhance pre-service student teachers’ performance.

15. Some Suggestions Made by the College to Enhance the Present Field Training program:-
Allocating a sufficient period of time for practice.
Providing means of transportation for professors, teachers, supervisors, and students going to far schools.
Establishing a new department for teaching practice like all other departments in colleges of education.
The necessity of co-ordination between principals, bodies, and offices of the Ministry of Education on the one hand, and colleges of education on the other, with the main goal of overcoming and sorting out any problems/difficulties experienced by teaching practice students at schools.
Allocating some model schools for teaching-practice purposes under the supervision of both Colleges of Education and Ministry of Education.

16. -Success Indicators in Prospective Teacher Preparation
The programs offered by the college cover all the aspects and professional majors needed by the surrounding society.
Adopting the standards issued by the National Corporation of Educational Quality Assurance in the preparation of programs offered to student teachers.
Activating and sustaining teachers’ performance in the light of the Sustained Development & Accreditation Project through assuring the quality of teachers performance.

17. Developing the Teaching Practice Program along with mechanisms of supervising schools employed by university senior and junior staff members and internal supervisors at schools;
Improving teachers’ performance throughout providing opportunities to register for MA and PhD in Education to in-service teachers working for the Ministry of Education.
The existence of a Teaching Practice Office that undertakes the role of following-up student teachers’ performance and identifying any problems and/or difficulties that they might experience at schools as well as any realistic educational problems that represent the needs and interests of the educational job market.