Teaching in Dubai’s public schools can be a rewarding experience, offering the chance to immerse oneself in a rich and diverse culture, while contributing to the education of the city’s youth. However, like any teaching role, it comes with its unique set of challenges. For Postgraduate Certificate in Education (PGCE) teachers, these challenges can be particularly pronounced. This blog post will delve into the five key problems that PGCE teachers often encounter in Dubai’s public schools, offering insights and potential solutions to help navigate these hurdles.
1. Cultural Differences
Understanding Cultural Norms
One of the most significant challenges for PGCE teachers in Dubai is understanding and adapting to the local culture. Dubai is a melting pot of cultures, with a large expatriate population. This diversity can lead to a clash of cultural norms and expectations in the classroom. For instance, the concept of punctuality may differ, with some cultures viewing time more flexibly than others.
Moreover, the teaching methods that work in the UK may not necessarily be effective in Dubai. Some students might be more accustomed to rote learning, making it difficult for teachers to implement more interactive and student-centred teaching methods.
Respecting Cultural Sensitivities
Another aspect of cultural differences is the need to respect cultural sensitivities. This includes understanding the local customs and traditions, as well as the religious beliefs of the students. For example, during the holy month of Ramadan, Muslim students may be fasting, which could affect their energy levels and concentration in class.
Teachers must also be mindful of the dress code in Dubai’s public schools, which tends to be more conservative than in the UK. This means dressing modestly and appropriately at all times, which can be a significant adjustment for some teachers.
2. Language Barriers
Teaching in English
While English is widely spoken in Dubai, it is not the first language for many students. This can pose a challenge for PGCE teachers who are used to teaching in English-speaking environments. The language barrier can make it difficult for teachers to communicate effectively with their students, leading to misunderstandings and hindering the learning process.
Moreover, the language barrier can also affect classroom management. For instance, it can be challenging to maintain discipline in the classroom if the students do not fully understand the teacher’s instructions or the rules of the classroom.
Learning Arabic
On the flip side, PGCE teachers may also struggle with learning Arabic, the official language of Dubai. While it is not a requirement for teachers to speak Arabic, having a basic understanding of the language can be beneficial in communicating with students and parents, as well as navigating daily life in Dubai.
However, learning a new language can be a daunting task, especially for teachers who are already juggling their teaching responsibilities. This can add an extra layer of stress and pressure on teachers, making their job even more challenging.
3. High Expectations
Academic Pressure
There is a high level of academic pressure in Dubai’s public schools, with a strong emphasis on achieving top grades. This can put a lot of pressure on PGCE teachers, who are expected to deliver high-quality teaching and help their students excel acadically.
This pressure can be particularly intense for new teachers, who are still finding their feet in the profession. It can lead to stress and burnout, affecting their wellbeing and their ability to teach effectively.
Parental Expectations
Alongside the academic pressure, PGCE teachers also have to deal with high parental expectations. Parents in Dubai often have high aspirations for their children and expect the teachers to play a significant role in their child’s academic success.
This can lead to challenging interactions with parents, who may demand regular updates on their child’s progress and expect immediate responses to their queries. Managing these expectations can be a delicate balancing act, requiring excellent communication and interpersonal skills.
4. Workload and Work-Life Balance
Heavy Workload
Like teachers everywhere, PGCE teachers in Dubai often face a heavy workload. This includes not only teaching but also planning lessons, marking assignments, attending meetings, and participating in school events. The workload can be particularly heavy during exam periods, adding to the stress and pressure on teachers.
Moreover, the expectation to continually improve and update their teaching methods can add to the workload. Teachers are expected to stay abreast of the latest educational trends and incorporate them into their teaching, which can be time-consuming and challenging.
Work-Life Balance
With such a heavy workload, achieving a healthy work-life balance can be a challenge for PGCE teachers in Dubai. The long working hours can leave little time for personal activities and relaxation, leading to stress and burnout.
Moreover, living in a foreign country can exacerbate these challenges. Teachers may feel isolated and homesick, adding to their stress levels. Therefore, it’s crucial for teachers to find ways to balance their work and personal life, such as setting boundaries, prioritising self-care, and building a support network.
5. Adapting to the Education System
Different Curriculum
Dubai’s public schools follow a different curriculum than the UK, which can be a challenge for PGCE teachers. The curriculum is based on the UAE’s national curriculum, which has a strong focus on Arabic and Islamic studies, in addition to core subjects like maths and science.
Adapting to this new curriculum can be a steep learning curve for teachers, requiring them to familiarise themselves with new subjects and teaching methods. This can be a time-consuming process, adding to their workload and stress levels.
Assessment Methods
Another challenge is adapting to the assessment methods in Dubai’s public schools. These can differ significantly from the UK, with a greater emphasis on exams and less focus on continuous assessment.
This can be a significant adjustment for PGCE teachers, who are used to a more balanced approach to assessment. It can also affect their teaching methods, as they need to prepare their students for these exams.
In conclusion, while teaching in Dubai’s public schools can be a rewarding experience, it also comes with its unique set of challenges. By understanding these challenges and finding ways to navigate them, PGCE teachers can thrive in their roles and make a positive impact on their students’ lives.
Enhance Your Teaching Career in Dubai with The IQTS at UWE
Understanding the unique challenges of teaching in Dubai’s public schools is just the beginning. If you’re a PGCE teacher looking to overcome these hurdles and advance your career, The International Qualified Teacher Status (iQTS) programme at UWE is your next step. With our Level 7 qualification, you can increase your chances of meeting strict international qualification requirements, boost your promotion and salary prospects, connect with a global professional community, adapt to diverse educational systems, and balance professional development with your teaching commitments. Don’t let the challenges hold you back. Make Your Next Step with the iQTS programme and transform your teaching experience in Dubai.