Innovation in preparation of teachers-to-be for their profession

Abstract

Preparation for the teaching profession in Europe is implemented on the basis of different models and scenarios. This article will define and describe the reflective model of teacher preparation at the Faculty of Humanities, Tomas Bata University in Zlin, following the motivation and identity of the student of the teaching profession for primary education from the beginning. The study would like to contribute to the search for the requirements for preparation for the teaching profession with respect to the personality of the student from the very beginning of the studies. We will describe the identified factors of motivation for the profession in the first year of the teaching course. We will assess the developmental as well as the risk factors at the beginning of the professional teaching career. The research study enrolled 18 female students of the subject of teaching at lower elementary school, using the method of thematic text writing for the research. The results show that if motivation for this profession exists it is long-term motivation. Further major factors of selection of the teaching profession seem to include family models and experience sharing of practising teachers, as well as personal experience in being taught or tutored.