Last week, 125 first-year bachelor's students were awarded scholarships support successful students in teaching programs. The faculty wants to encourage and motivate those who could become teachers in science subjects, where there is a shortage of teachers.
For several years, the faculty has been trying to increase the number of graduates from teaching programs in response to the growing demand for teachers, especially in science subjects. In addition to opening a lifelong learning program for secondary school teachers, it is also striving to improve the quality and attractiveness of full-time teacher training. Among other things, there has been a significant innovation in some subject-specific didactic courses and the introduction of new courses that respond to the current needs of students, such as AI in teaching or Practical Psychology for Teachers. Teaching practice has also undergone changes, mainly in terms of organization. An adaptation course was also organized this year for first-year bachelor's degree students in teaching, to help them get started with their university studies.
"The faculty is well aware of the need to educate high-quality science teachers. An essential prerequisite for this is having outstanding and motivated students who have decided to pursue a career as a secondary school teacher. That is why we have decided to award a scholarship to first-year bachelor's degree students in teacher training who demonstrate a responsible approach to their studies during their first semester. The scholarship is intended as a form of support and an expression of how much the faculty and, by extension, society as a whole values those who intend to become teachers," says Zdeněk Bochníček, Vice-Dean for Teacher Training Programs.
Support for teacher training programs is also planned for the future. In the spring of 2026, students will be able to participate for the first time in Didactic Exercises for the subject Microcosm Physics, Chemistry Didactics 2, and the Diploma Seminar in Chemistry 2. Further optimization of teaching practices, accreditation of courses for accompanying teachers, and preparation of a five-year teaching program are also planned.
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