article REFORM OF TEACHING PRACTICE IN PRE-SERVICE TEACHER EDUCATION: STUDENTS’
PERSPECTIVES
Karel Vojíř, Veronika Laufková, Adam Nejedlý
information
year: 2025
issue: 4
fulltext: PDF
online publishing date: 23/4/2026
DOI: 10.14712/25337556.2025.4.5
ISSN (Online): 2533-7556
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abstract
The emphasis on the quality of professional development of future teachers, considering current pedagogical knowledge and educational policy requirements, calls for innovation in subject-specific practice in the training of students studying to become teachers in follow-up Master's degree programs. The goal of this paper is to present the concept and results of a pilot verification of a continuous practice model implemented in follow-up master's programs in selected teacher training programs at the Faculty of Education, Charles University, in the summer semester of 2024/2025. The study aims to evaluate the perceived contribution of this model to the development of professional competencies among future teachers, to compare its perception among students from different disciplines, and to discuss the possibilities for its wider implementation, not only in science education. The theoretical framework is based on the concept of professional learning, which links theory with practice and emphasizes reflective thinking. The pilot verification took place in the summer semester of 2024/2025 at the Faculty of Education, Charles University (N = 106). Data were obtained using a questionnaire adapted from the standardized Intrinsic Motivation Inventory tool. Students rated the continuous completion of subject-specific practice as beneficial and stimulating; they particularly appreciated the opportunity for constant reflection on their activities, partner guidance, and the safe atmosphere of the seminars. No statistically significant differences were found between the subjects (biology and Czech-language teaching). The proposed model of the pedagogical practice course thus appears to be well-suited for use in various specializations for future teachers. Students confirm that continuous subject-specific practice with reflection supports the development of professional identity, reduces student stress and contributes to improving the quality of future teacher training – not only in science subjects.
keywords
teaching practice; professional competence; teacher training; professional learning; reflection; science education; professional development
fulltext (PDF )
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