All target of this project. 4.two. Investigation Question 1: Existing Challenges for Teachers inside the Qatar Education Program (QES) The findings within this subsection corresponding for the investigation question of “What would be the challenges and difficulties of the current education method in Qatar in preparing and building its teachers to help the SDGs and QNV” have been grouped into 3 main themes: (1) career preparation; (2) (-)-Irofulven medchemexpress experienced improvement practices; and (three) attaining preferred targets. Every single theme was additional divided into subthemes and after that categorized by participants’ perceptions of and knowledge with teaching. The following sections explain these themes in detail as obtained from the interview analyses.Sustainability 2021, 13, x FOR PEER REVIEWSustainability 2021, 13,12 of11 ofFigure 7. Interrelations amongst investigation FM4-64 MedChemExpress questions, central themes in interviews, and findings. Figure 7. Interrelations amongst research queries, central themes in interviews, and findings.Sustainability 2021, 13,12 of4.2.1. Theme 1.1: Profession Preparation This theme emerged all through the interviews, and two subthemes had been determined as: (i) forms of profession preparation and (ii) its effect on their profession journeys. Subtheme 1.1.1: The types of profession preparation. This subtheme focuses around the levels of preparation that were identified through the interviewees’ responses, including person, university/college education, college (workplace), or ministry (MoEHE) levels, as these have been the primary sources of preparation for the teachers’ careers. For the individual preparations amongst the 23 teachers, six teachers shared equivalent claims of participating in self-supported further reading, attending external workshops, or learning from their surroundings. Two of these–Qatari female teachers–reported that they necessary further preparation, and therefore they attended some external workshops to assistance their understanding and capabilities in coping with students, and this was performed inside the summer season ahead of the starting on the academic year. In contrast, the other 4 (non-Qatari) teachers reflected that they prepared themselves by means of reading or with support from their households, as a number of their household members had been teachers or serving in the educational field. For the college preparations, thirteen on the teachers discussed being prepared through their research and agreed on their satisfaction, to a certain extent, with this preparation phase. The Qatari and non-Qatari teachers who graduated in the College of Education in Qatar University agreed that their research and curriculum in the university prepared them incredibly properly for fieldwork. Considering that their plan obligated them to attend a semester in a school (i.e., internship), undergraduate students (i.e., teacher candidates) had the opportunity to act as assistants to teachers in their departments where they helped in preparing the lessons, attended the lessons, examined the way teachers prepared and evaluated the assessments, and, most importantly, learned the best way to implement each of the theoretical knowledge they gained inside the university in real-life practice. Additionally, they had been also evaluated on their work. Alternatively, all teachers with university education from other countries lacked the strategy implementation abilities that the QES extremely focuses on. In their countries–for example, Egypt, Jordan, Syria, and Sudan–universities emphasized the topic matter and ordinarily created room for teachers’ creativity in teaching. The teachers recounted their s.