Abstract:

The paper describes current state of theory and practice of Czech teacher pregradual vocational preparation in the comparison with the Polish one. Vocational preparations are seen on the background of the Czech and Polish educational systems and both from the perspective of study requirements and goals and student study results including their study styles. It is based on the assumption that real state of the current undergraduate teacher training is the result of many factors. Their appearances come from each state´s long traditions. Current developments in both Czech and Polish teacher undergraduate education are influenced mainly by European influences. The Czech Republic as well as Poland are among the 46 European countries that participate in the Bologna process, the intentions of which included the creation of a European Higher Education Area by the year 2010. Its other priorities by 2020 were completed in Leuven/Louvain-la-Neuve in 2009 (MŠMT, 2010). One of them is teaching focused on the student and the educational mission of higher education, although this is difficult to achieve in massified systems. This paper aims at identifying the relationships between the current setting of the academic environment on one of the Faculty of Education in the Czech Republic and the one in Poland and the academic performance of students. Comparison of Czech and Polish respondents in terms of these concepts has brought significant impulses to reflect on the current state of undergraduate teacher education in both countries.

Keywords:

Learning, prospective teacher, Czech and Polish educational system, academic performance, vocational preparation, comparison.