Country information for Czech Republic - Teacher education for inclusive education
The Act on Educational Staff was approved by the Parliament of the Czech Republic in September 2004. The Act came into force on 1 January 2005. The Act defines the categories of educational staff and the general prerequisites for carrying out their professional work. It stipulates their educational background and regulates the further education of teachers and other professionals in the field of education.
Teachers are generally required to have attained university-level education. For pre‑primary teachers, upper-secondary/higher levels of education are accepted.
Most university programmes are at master’s level and are taught in universities. The individual universities are wholly responsible for each programme’s content and organisation. Each faculty of education providing teacher education has the right to determine the content and organisation of studies. This includes study programmes, study and assessment regulations, entrance examination requirements, the requirements for state final examinations, etc.
The Accreditation Commission is jointly responsible for the quality of university education. It is one of the bodies that carry out comparative evaluation of the particular area of study in all faculties of education.
The study model for teachers at faculties of education predominantly consists of both academic and practical/professional parts, which run simultaneously. Teacher training integrates both theoretical and practical aspects. In addition to traditional methods (such as lectures and seminars), the ‘learning by doing’ approach is used, as well as various theoretical methods, learning through practical exercises, workshops, etc.
There is no unified compulsory curriculum for teacher training in higher educational institutions. However, certain components are always present: general subject education, psychology, pedagogy, didactics and pedagogical practical training. The number of teaching hours dedicated to these subjects can vary. The proportion of instruction depends on a teacher’s area of specialisation.
Issues concerning management and administration are included in greater detail in the functional training curriculum for school heads.
Student teachers’ professional development, which includes personal profile and development of professional competency, is emphasised. Student teachers should acquire the required academic, social and didactic skills. They are expected to develop their own efficient teaching style, self-reflection skills and assessment for learning skills.
Practical training runs through the whole programme, either in blocks or in the form of long-term training. Emphasis is placed on the student teacher’s own attempts at teaching and their reflection on this practical experience. There is no transitional period between training and employment.
The Act on Educational Staff (563/2004) defines the qualifications of teachers working with pupils with special needs.
All university teacher training programmes include modules on the education of pupils with special needs.
Teachers who want to work as SEN counsellors and/or special teachers for pupils with special needs have to complete the five-year university master’s programme in special education.
Teachers are entitled to further education and in-service training. The Ministry provides financial support to cover expenditures connected with in-service training and further education for teachers on courses that are approved by ministerial decision.
In order to support inclusion, teachers should participate in in-service training to acquire the skills to deal with the diversity and various needs of pupils.
Last updated 04/03/2020