Teacher Pro Futuro

Graduates — Teachers Pro Futuro

Graduates of the Faculty of Education are fully equipped for a successful start in their teaching careers and for continuous professional growth in the evolving conditions of 21st-century education. They have developed the skills and mindset to soon become outstanding educators.

Our Vision in Practice

We believe we are on the right path to achieving our vision when we see our students:

• Developing key professional competencies essential for teaching in 21st-century schools.
• Reflecting on their learning journey and the growth of their professional skills as future educators.
• Applying creativity, critical thinking, ethical principles, and problem-solving skills while collaborating in multi-professional teams and shaping their own professional development.
• Recognizing the significance of their profession and their role in fostering a lifelong love of learning in children and adolescents, while embracing the principles of deep learning.
• Prioritizing their well-being, understanding its importance in educational settings, and cultivating the ability to create a supportive learning environment.
• Building professional self-confidence.
• Staying up to date with emerging educational approaches and technologies, including the integration of artificial intelligence, and utilizing them consciously and effectively.
• Acknowledging the need to reduce inequalities in access to quality education.
• Embracing internationalization and intercultural communication as integral aspects of their professional development.

• GRADUATE PROFILE
  Develop graduates' competencies for professional success in the 21st century, aligning with the Teacher Graduate Competency Framework and our vision.
• CONTENT INNOVATION
  Transform teacher education by integrating forward-thinking approaches and adapting to emerging trends in 21st-century society.
• LEARNING BY DOING
  Foster a collaborative academic environment within the faculty to bring our vision to life through hands-on learning experiences.
• PROFESSIONAL COLLABORATION
  Establish and strengthen partnerships at the university, regional, national, and international levels to ensure the long-term success and impact of our vision.

Achieving our vision requires a commitment to the highest quality in education, continuous reflection on our practices, and the development of research and creative activities — particularly in pedagogy and didactics — while integrating these insights into our teaching. We actively involve our students in the educational and professional activities of our departments, fostering a dynamic learning environment.

A Collaborative Approach to Learning

We are dedicated to promoting mutual professional and interdisciplinary learning among:

• Future teachers across different professions, levels, and countries
• Special educators
• Social pedagogues
• Psychologists
• Educational counsellors
• Principals and school leaders
• Prevention methodologists
• Teaching assistants
• School club educators
• Physical education professionals

By encouraging collaboration among these key educational roles, we create a strong foundation for meaningful and innovative teaching practices.

Principles for Achieving Our Vision

• A Learning Organization — The Faculty of Education operates as a dynamic learning institution, continuously assessing student progress and refining its practices to ensure graduates are increasingly well-prepared for their professional careers — both in the Czech Republic, across Europe, and globally.
• Adapting to Change — the Faculty of Education regularly updates its graduate profile to reflect the evolving demands of the teaching profession, other educational roles, and broader societal changes.
• Strategic Alignment — In line with Strategy 2030+, the Faculty of Education anticipates trends in education and proactively responds to the needs of the regional education system by adjusting and expanding its study programs.

The Teacher Pro Futuro vision was updated in 2024 through close collaboration with the faculty management, the Scientific Council of the Faculty of Education, the academic community, councils of didacticians for both primary school levels, study program councils and their guarantors, the Academic Senate of the Faculty of Education, as well as other experts and partners. Contributions also came from specialists from faculties of education and teacher training institutions, primary and secondary school principals and teachers, and the Ministry of Education.