The consequences of the Bologna Process, ^hich is taking place against the background numerous discussions of topical educa- I‘onal themes and is at the same time signif- ‚eantly influencing the character of these debates, are very evident particularly in the field of teacher training. In Czech conditions Pressure for the across-the-board adoption a modified structure of degrees in educat l 0 n , i.e. a bachelor cycle followed by a master‘s cycle, has been generating a whole range quite serious questions, such as the contested practicality of possible models of the new structured educational degrees and the ‚“compatibility of the bachelor level of these ftudies with legislative definition of teachlng qualifications. One possible way of coping with these Contradictions, determined by the specifically Czech interpretation of the Bologna Process in the sense of the broad adoption of structured education studies, might, rather paradoxically, be the thorough implementation of another of the Bologna principles, in this case aimed at ensuring quality in education. This is because one of the various means of achieving the latter goal might be the thorough- going application of the principle of diversity of paths to acquiring teaching qualifications, which in practice could mean the existence of models of consecutive alongside parallel models, structured alongside non-structured models, all ideally accompanied by constant evaluation of both internal and external type aimed at continuous assessment of the efficiency of the chosen methods of teacher training.