Teachers assigned to teach lessons in which they are not experts is a universal problem. In the United States, 21% of English teachers and 28% of math teachers did not take English or Math (respectively) as a major nor minor in college (Archer, 1999). They have had no focused educational background in the course they are teaching. In 1996, more than half of public-school students in history classes were taught by a teacher who did not take history in college

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