Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
There are three stages of university education for prospective teachers in the Slovak Republic. The first stage usually lasts for three years and results in a bachelor’s degree; the second stage usually lasts for two years and results in a master’s degree; and the third stage lasts for three to four years and results in a doctoral degree. All primary and secondary teachers are required to complete a master’s degree. Preprimary teachers must complete the first stage of university education or graduate from a secondary pedagogical school or pedagogical and social academy.8
Education for prospective teachers of the first stage of primary school (Grades 1 to 4) usually takes place at Faculties of Pedagogy (university departments of education). At first, these prospective teachers complete bachelor’s degree requirements together with prospective preprimary and leisure-time teachers; later, they proceed to a specialized master’s degree program in which they prepare to teach all subjects at ISCED Level 1 (Grades 1 to 4) except for foreign languages. Teacher education students generally take several courses related to language and literature instruction covering topics such as orthography, phonetics, phonology, the official form of the language, grammar, didactics of language and literature education, and theory and history of literature. Some optional classes are devoted to enhancing students’ reading literacy.
Prospective teachers of the second stage of primary school (Grades 5 to 9) and of secondary school typically specialize in a combination of two subjects. In addition to the Faculties of Pedagogy, these students can attend other faculties within a particular subject area.
Pedagogical practice is an integral component of teacher preparation. It offers students an opportunity to test their theoretical knowledge in real instruction processes and implement basic practical competencies required for teaching. Pedagogical practice typically is completed in three consecutive phases: the “inspectional practice” phase, in which students observe the learning process in an active classroom; the “assistant practice” phase, in which students begin to teach lessons under the supervision of an experienced teacher; and the final phase of “coherent teaching practice,” in which they become members of teaching staff. In this phase, they continue to work under the guidance of an experienced teacher, but with less supervision than during the “assistant practiceˮ phase. Teacher education and training concludes when students complete a thesis and pass state examinations.
Requirements for Ongoing Professional Development in Reading for Teachers
A 2009 National Council act regarding pedagogical staff and professional employees established the rules of professional development for teachers. This act divides teachers into four categories: novice teachers, independent teachers, teachers with first authentication, and teachers with second authentication. Over the course of their professional career, teachers are encouraged to proceed through these levels. Examples of ways teachers can earn the credits necessary to proceed to a higher level include attending certified professional development courses, authoring textbooks or other study materials, and conducting educational research.9
Certified professional development courses are available at institutions such as schools, universities, educational organizations of the Ministry and other government administrative bodies, and churches.10 For example, methodological‑pedagogical centers currently offer about 480 certified courses covering a wide range of topics, some of which pertain to reading instruction (e.g., Active Usage of Reading with Comprehension During Educational Process at Primary and Secondary School, Development of Reading Literacy at Primary Schools with Hungarian Instructional Language, Promotion of Primary School Students’ Reading Literacy, Development of Reading Literacy Using Literary Sources at Primary and Secondary Schools, Developing Key Skills of Teachers in the Field of Reading Literacy by Usage of Texts Aimed at Personal Development and Ethical Aspects, Development of Reading Literacy in Primary Education: Playful Reading for Text Comprehension). These courses mainly cover reading literacy theory, reading comprehension processes, teaching methods to enhance reading literacy, and the development of tests and tasks to measure reading literacy. Some courses are inspired by the theoretical background and reading literacy concepts of studies such as PIRLS and the Programme for International Student Assessment (PISA).11