Primary School Teacher Training

The learning objective is teacher training for the first stage of the primary school according to the requirements of the current curriculum for primary education. The study programme focuses on creating and developing subject and subject-didactic, educational and psychological, communicative and other personality cultivating competences for performing a profession of a primary school teacher at the first stage. The starting point is a personal development training model whose focal point is teacher propaedeutics consisting of subjects derived from pedagogical and psychological disciplines relevant to the teaching profession (e.g. School Education, Developmental Psychology, Educational Psychology, Inclusive Special Education, Social Education, Educational Communication, School and Class Management). It is designed regarding proportions of disciplines to ensure continuity, sequence and gradation of subjects and topics. It also includes integrated disciplines, such as Introduction to Education and Psychology and Pedagogical-psychological Diagnostics. An important part are topics fulfilling the principle of collective education connected to the acceptance and acquisition of the qualification for work with learners’ diversity.

Upon successful completion of the programme, the graduate is able to:

• teach effectively across all educational areas and school subjects of the primary school curriculum, demonstrating the professional skills expected of a qualified primary teacher;
• reflect on teaching practice, attitudes, and values; clearly define and justify one’s own approach to teaching. Take responsibility for ongoing personal and professional development;
• use pedagogical and psychological insights to understand each child as an individual. Differentiate and tailor instruction to students’ abilities and needs, supporting each student’s potential;
• create a positive and motivating learning environment that fosters curiosity, confidence, and emotional and social well-being in the classroom;
• apply strong theoretical and practical knowledge in key subjects — Czech language and literature, foreign languages, mathematics, IT, science and social studies, music, art, health, physical education, and practical skills;
• integrate cross-curricular topics in a meaningful way;
• guide and support students’ learning using appropriate information sources and digital technologies, drawing on solid pedagogical and didactic expertise;
• communicate clearly, respectfully, and effectively with all members of the school community — students, parents, colleagues, support staff, and external professionals.

• Teacher of the first level of primary school

The goals of the master’s thesis should demonstrate knowledge and skills framed by a graduate’s profile. For this reason, the theses should be predominantly methodological. Intermediate goals of final thesis are: to demonstrate the ability to be knowledgeable in current issues of primary education; to frame the thesis topic in a clear and understandable way and describe state of the art, suggest methodological procedure; to work with adequate primary and secondary literary sources, cite them according to established standards and scholarly ethics, discuss and argue with authors, draw one’s own conclusions and recommendations; to interpret and draw conclusions from one’s own teaching practice in order to demonstrate reflective skills; to prove stylistic competence in writing one’s own text, compose scholarly text, keep logical structure of the thesis without grammatical mistakes; to demonstrate ability to ask relevant questions and solve problems in a creative way, and come up with new ideas and conclusions of one’s own work that bring at least partially new research findings and methodologies in the field of primary education.