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Before starting the discussion on teacher training in the national framework, it must be acknowledged that worldwide, teachers for state schools, private schools, and universities, are trained for different purposes, depending on the institutional demands and lesson goals. In this way their future institution determines what will be involved in the training, evaluation, and eventual passing or failing of that teacher. Moreover, the qualities which are required for a teacher of, for example, mathematics, differ greatly that which are needed for a teacher of English. Not only do they differ in terms of subject material, but also in the approach to the lesson. Most would agree with the Vygotskyan concept of language as a sociocultural tool and thus the approaches taken in the language classroom should inevitably be different to those disciplines less focused on social interaction.