- 2021Approved/Agreed
- 2022Implementation
Background
Czech national strategic documents have been emphasising the topic of teachers as a priority for many years. However, it has not been possible to stabilise the quality of teachers’ work or to promote improvements in it. In order for teachers to be able to meet the requirements placed on the teaching profession in the context of societal changes, implementation of new framework programmes, global trends and 21st century challenges, teachers need to be properly prepared and sufficiently motivated in their profession.
The average age of Czech teachers is still relatively high, and many fields face a teacher shortage on the labour market despite the fact that, in 2021, teaching salaries approached 130% of the Czech average wage promised in the Government Declaration. However, the career development system and standards for the teaching profession that several projects sought to establish in the past have not been achieved.
The reform of teacher training is, therefore, one of the main priorities of the Strategy for the Education Policy of the Czech Republic up to 2030+. Strategic line 3 aims to offer support for teaching staff with the objective to create a teacher competence profile applicable to all, regardless of educational paths to teacher qualifications; it seeks to define the quality of pedagogical work in the different stages of a teacher’s career and the development of competences in the course of teachers’ professional life. Transformation of undergraduate teacher training implemented at faculties educating teachers is a key factor determining quality of teachers’ work and the fulfilment of the long-term goals of the Strategy 2030+.
Objectives
The main objective of the reform is to transform Czech teacher training so that each year there are enough teacher training graduates ready to help their students to exploit fully their potential. The teachers prepared in this way will contribute to the fulfilment of two long-term goals of the Strategy 2030+:
- to focus education more on the acquisition of competences needed for an active civic, professional and personal life;
- to reduce inequalities in access to quality education and facilitate the maximum development of students’ potential.
The reform seeks to improve competences of teacher training graduates in motivating their pupils and students to learn and to cultivate their critical thinking. These competences are central to achieving the long-term goals of the Strategy 2030+. According to the 2018 TALIS survey, it was specifically these competences in which the Czech novice teachers significantly lagged behind their European colleagues. The goal is, therefore, to catch up in this area with the EU average by 2024.
Description
During the period 2022-24, the reform focuses on the following areas and activities:
- introducing a unified teacher competence profile determining the professional prerequisites and competences of teacher training graduates. The competence profile will help the faculties to focus their training better and to be able to evaluate and gradually improve its quality;
- transforming practical training of undergraduate teacher trainees, improving its quality and linking teaching practice more closely with the faculties, e.g. using the network of faculty schools with a number of experienced supporting teachers-mentors who can be trained in the courses developed under the SYPO project (System for the support of professional development of teachers and directors)
- opening the system to innovation (e.g. through introducing completely new programmes based on the areas of the framework education programmes or with a higher share of practical training) and new methods of teacher training and ensuring relevant support from the education ministry.
- supporting greater internationalisation and openness to inspiration from abroad;
- increasing attractiveness of teacher training for motivated and talented applicants;
- developing field didactics.
In 2021, the Ministry of Education Youth and Sports, in cooperation with faculties educating teachers, developed a concept for the reform and distribution of responsibilities of stakeholders; they committed to observing this for the following 3 years, 2021-24, and possibly extending for another 3 years in 2024. As a result of long discussions and negotiations, the Ministry of Education and deans of individual teacher training faculties signed the Memorandum on 29 September 2021. The signed Memorandum allows for continuous improvement in teacher training quality so that it prepares the future teachers in the best possible way to perform their jobs in 21st century society.
Specific goals and, above all, mutual obligations and responsibilities of the Ministry and relevant faculties are defined for each area by the Memorandum.
These areas are:
- Introducing a unified teacher competence profile determining the professional prerequisites and competencies of teacher training graduates. The competence profile will help the faculties to better focus the training and to be able to evaluate and gradually also improve its quality.
- Transforming practical training of undergraduate teachers, improve its quality and link the teaching practice more closely with the faculties.
- Opening the system to innovation (e.g., through introducing completely new accreditations based on the areas of the framework educational programmes or with a higher share of practical training) and new methods of teacher training and provide relevant support.
- Working jointly towards greater internationalisation and openness to inspiration from abroad.
- Increasing attractiveness of teacher training for high-quality applicants.
- Developing field didactics.
At the end of 2022, the Ministry of Education, Youth and Sports began to organise “roadshows” at the Pedagogical Faculties, presenting the form and essence of the reform to faculty heads and other academics. The discussion panels paid close attention to Objective 1 of the reform, i.e. the forthcoming competence profile of teacher training graduates and the specific competences they should leave with for practice. Open debates were held on the possible involvement of educators and students of pedagogical faculties in the development process. The aim of these debates was to inform students of pedagogical faculties about the changes and involve them in the discussions.
In 2022, the Amendment to the Act on Pedagogical Staff was debated. The proposal anchors the adaptation period (including its length) and also the position of the induction teachers (experienced teacher/mentor), including areas of support for novice teachers at the beginning of their career. In the context of the implementation of the Teacher training reform in the Czech Republic, the proposal also redefines the position of the induction teacher as a key element in improving the quality of teaching practice. Consistent reflection on practice by guiding teachers and effective cooperation between guiding teachers and the educators of prospective teachers will contribute significantly to the quality of practical training of students of pedagogical faculties and will provide them with sufficient experience for their future work in school environment.
Bodies responsible
- Ministry of Education, Youth and Sports
Target groups
Education professionals
- Teachers
Thematic categories
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.