Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
Teachers in basic schools (integrating primary and lower secondary education) are educated and trained in reading instruction as part of their university studies. Primary school teachers (Grades 1 to 5) are required to hold a master’s degree, which generally takes five years to complete at a school of education (typically a three year bachelor’s degree program is followed by a two year master’s degree program). Graduates of these programs are qualified to teach all subjects at the primary level. Some programs allow prospective teachers to specialize in a chosen subject (e.g., music, art, physical education, a foreign language). Teacher preparation includes a training program (including in-school placement) that usually lasts 6 to 12 weeks, depending on the university.
Teachers of general subjects at the lower secondary (Grades 6 to 9) and upper secondary (Grades 10 to 13) levels also must hold a master’s degree. Most secondary school teachers are specialists, however, and usually are qualified to teach at least two subjects. Secondary school teachers are educated at schools of education or faculties (colleges) within universities and focus on the subject they wish to teach (e.g., natural sciences, mathematics, physics). Teacher preparation at this level also includes a training program that includes in-school placement lasting four weeks per field of study. Teachers who are qualified at the primary or secondary level also may teach outside their area of specialization at the discretion of the head of school. Upon completing their studies, teachers are qualified at UNESCO’s ISCED Level 7; upon passing a state final examination and defending their thesis, teachers obtain a university diploma, a diploma supplement, and the academic degree of magistr (master).9
Requirements for Ongoing Professional Development in Reading for Teachers
After obtaining a master’s degree, teachers are fully qualified to teach. The Czech education system does not offer an official induction program for first year teachers; however, some schools hold their own. Forty percent of teachers reported that a formal induction program was available for all newly hired teachers at their school, while 7 percent reported that training was only available to recently qualified teachers at their school. Some schools also offer mentoring.10
The Czech School Inspectorate has reported that 94.3 percent of teachers at basic schools are fully qualified.11 With few exceptions, teachers who were not fully qualified and wanted to continue teaching were required to begin pedagogical education by the end of 2014 to obtain full qualification.
All teaching professionals are allowed to use up to 12 working days per school year to meet professional development requirements.12 The Ministry of Education, Youth, and Sports accredits educational institutions and programs dedicated to professional development. Most of these courses are offered by the National Institute for Further Education, which developed out of the transformed educational centers in 2004 with funding from the state budget as an institution of the Ministry of Education, Youth, and Sports. Each of the institute’s 13 regional workplaces offers a number of educational programs in its region. The school head provides professional development for educational staff according to a plan developed with the relevant trade union at the school, provided there is one. No special requirements exist for professional development specific to reading.
Data from the Teaching and Learning International Survey in 2013 (not limited to primary level teachers) show that 82 percent of Czech teachers attended at least one professional development activity in the 12 month period prior to data collection.13 During the 2015–2016 school year, the Czech School Inspectorate found that 75.7 percent of inspected teachers at basic schools attended various courses and seminars, while 13.1 percent of inspected teachers did not attend any form of professional development in last two years.14
The Reading and Writing for Critical Thinking project plays an important role in further education in reading, leading to the use of new instructional methods in schools. Teachers attending workshops organized by the program learn to use methods such as quick orientation in unknown text, controlled reading, “folder reading,ˮ literary groups or clubs, reading with foresight, key words, and “reading against the grain.ˮ Because reading skills also include writing skills, the program also is focused on the development of skills for creating meaningful texts. Experienced lecturers with the program have prepared a handbook to help advance reading literacy that was published on the Czech School Inspectorate’s website.15
Schools also have the option of participating in the Helping Schools Succeed project to further train teachers in reading. This project offers teacher continuing education, methods to improve teaching quality, and inspirational examples of good teaching practices.16