Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Mathematics and Science
Teachers in basic schools (integrating primary and lower secondary education) are educated and trained as part of their university studies. Primary school teachers (Grades 1 to 5) are required to hold a master’s degree, which generally takes five years to complete at a school of education (typically comprising a three year bachelor’s degree program followed by a two year master’s degree program). Graduates of these programs are qualified to teach all subjects at the primary level. Some programs allow prospective teachers to specialize in a chosen subject. Teacher preparation includes a training program (including in-school placement) that usually lasts 6 to 12 weeks, depending on the university.
Teachers of general subjects at the lower secondary (Grades 6 to 9) and upper secondary (Grades 10 to 13) levels also are required to hold a master’s degree. Most secondary school teachers are specialists, however, and usually are qualified to teach at least two subjects. Secondary school teachers are educated at universities, either at schools of education or at faculties (or colleges) and focus on the subject they wish to teach (e.g., natural sciences, mathematics, or physics). Teacher preparation at this level also includes a training program (including in-school placement lasting four weeks per field of study). A teacher who is fully qualified at the primary or secondary level also may teach outside his or her area of specialization at the discretion of the head of school. A teacher, upon completion of studies, is qualified at ISCED (International Standard Classification of Education) Level 7, and upon passing a state final examination and defending his or her thesis, the teacher obtains a university diploma, a diploma supplement, and the academic degree of Magistr (master).
Requirements for Ongoing Professional Development
After obtaining a master’s degree, teachers are fully qualified to teach. The Czech education system does not offer any official induction program for fully qualified first year teachers; however, some schools provide their own induction program. Forty percent of teachers reported that a formal induction program was available at their school for all newly hired teachers, while 7 percent reported that training at their school was only available to recently qualified teachers. Some schools also offer mentoring.10
The Czech School Inspectorate has reported that 87 percent of teachers at basic schools are fully qualified.11 Teachers who were not fully qualified and wanted to continue teaching were required (with few exceptions) to begin pedagogical education by the end of 2014 in order to obtain full qualification. Of the teachers inspected by the Czech School Inspectorate, 8 percent at the primary level and 10 percent at the secondary level completed the requirements for full teacher qualification in the 2013–2014 school year.12
According to Act No. 563/2004, all teaching professionals are obligated to meet certain professional development requirements and are allowed to use up to 12 working days for professional development per school year.13 Professional development is offered by a large number of organizations. The Ministry of Education, Youth, and Sports accredits educational institutions and programs dedicated to professional development. The head of school provides professional development for educational staff in line with a plan developed with the relevant trade union (if there is one at the school). There are no special requirements for professional development specific to mathematics, science, and technology.
Based on data from the Teaching and Learning International Survey (TALIS) in 2013, 82 percent of Czech teachers attended at least one professional development activity in the 12 month period prior to data collection.14 Data collected by the Czech School Inspectorate in 2013–2014 show that 74 percent of inspected teachers at basic schools attended various courses and seminars, while 20 percent of inspected teachers did not attend any form of professional development.15