Czechia: changes to the Act on Pedagogical Staff

Systemic support for teachers throughout their career

Recent changes now require school head teachers to assign ‘accompanying’ teachers offering guidance to student studying to become teachers during their practical training at schools. This is expected to improve the quality of practical training and establish stronger links between theoretical studies and real-world application. The role of ‘accompanying’ teachers is key to achieving the objectives of the teacher training reform.      

Further, the amendment seeks to minimise the risks of early departure of novice teachers from education. It does so by establishing the role of ‘induction’ teachers (experienced mentors), who over a 2-year adaptation period offer methodological guidance to their younger colleagues. Their responsibility includes assisting in reflective teaching practices and introducing them to school operations and pedagogical documentation.

New pathway for vocational training teachers’ qualification

In the past, practitioners and professionals aspiring to teach at secondary schools, were required to demonstrate their pedagogical competence through tertiary education. This could be achieved by completing an accredited bachelor degree programme in the field of pedagogical sciences, or completing a lifelong learning programme organised by a higher education institution, or undertaking supplementary pedagogical studies. To make it easier for practitioners and professionals to enter the teaching field, the amendment now allows graduates of upper secondary VET programmes with a Maturita or VET certificate to obtain the newly established vocational training instructor qualification listed in the National Register of Qualifications. However, the amendment specifies that their educational background must align with the subject taught.

Further, the educational qualifications of practitioners and professionals engaged as teachers in VET schools to teach theoretical vocational subjects, practicum or vocational training, must correspond to the specific field of study. The amendment introduces a new requirement of at least 5 years of professional experience in the relevant field.

No accreditation for programmes enhancing vocational qualifications

Continuing education programmes aimed at enhancing vocational qualifications no longer require accreditation under Education Ministry’s accreditation scheme. However, the accreditation requirement still applies to programmes intended to improve professional qualifications, including their acquisition or enhancement. The previous provision that excluded teachers’ CPD from the definition of retraining has been removed. Accredited programmes are now eligible to serve as retraining, providing additional funding options.  The obligation to update, uphold and improve their qualifications remains an important component for the teaching staff.

Qualifications required to perform teaching jobs

Candidates lacking the necessary teaching qualifications are granted a period of 3 years to acquire them. This time frame cannot be extended by a candidate’s transfer to another school.

The programme covering pedagogical and didactical competences for prospective teachers of upper secondary schools, and the second phase of basic schools outside the faculties of education, is extended from the previously required 250 hours to at least 300 hours. 

Previously, only universities were authorised to provide such training. However, the amendment now enables educational institutions for further education of teaching staff to provide these programmes. Non-profit organisations or commercial companies seeking to do so must have a collaboration contract with relevant universities. Higher demands have also been placed on study supervisors and lecturers.   

Read more

• Act No 563/2004 Coll. on Pedagogical Staff and on the Amendment to Some Other Acts
• Vocational training instructor (National Register of Qualifications)