Page: 427-459 Author: Mareš, J., Beneš, J. Key words: Czech Republic, faculties of education, teacher’s education, Bologna process, structured education, unstructured education, number of students, dynamics of changes
The report is based on data recorded in the register of university students at the Ministry of Education, Youth and Physical Education. The study describes and analyses the course of the structuring of teacher training in the spirit of the Bologna Process in each of the nine education faculties of nine different Czech universities in the years 2000–2012. It analyses data relative to the starting-line situation in 2000 when the nationwide register of students first became functional. It describes and analyses changes in the overall number of students at the faculties concerned, and compares the course of structuring of studies in these nine education faculties and the dynamics of the introduction of structured studies. It investigates the change in the relative proportions of the four types of degree programme: bachelor’s, follow-on master’s, “long master’s” and doctoral programmes at each education faculty over time. It also studies the rate of entry of graduates of bachelor studies into follow-on master’s studies and the rate of successful completion of studies at the different faculties. The structuring of teacher training studies in the Czech Republic is now practically complete but is now generating renewed expert discussion on its functionality and effects.