Lower Secondary School Teacher Training in Technology and IT Education

Follow-up Master's degree in full-time form. The language of instruction is Czech.

The programme can be studied only in combination with another programme.

Faculty dates of submissions

What will you learn?

The study of technical and informational education teaches students a way to understand technology and informatics in a broader sense and presents technology and informatics as a modern and society-friendly scientific discipline oriented on the latest technologies in technical and informatics fields. The basic aim of education in the field of Teaching Technical and Information Education for Primary Schools is to prepare a fully qualified teacher with solid knowledge and skills from the fields of technology, informatics and their didactics. The content of the follow-up Master's degree is the synthesis of acquired professional knowledge and the development of knowledge and skills in the field of didactics of technology and informatics. Synthetic subjects consist of specialized (eg News in Science and Technology), informative (eg Interactivity and e-learning) and technical-informational subjects (Technical Interest Activities - Building and Programming of Robots). Doctoral didactics is represented by didactic subjects. Subjects Didactics - Wood and Metals, Didactics - Electrical Engineering and Electronics, Didactics - Excursions concentrate on the problems of didactics in technical education. Integration of Didactics and Informatics is devoted to Didactics - Informatics and partly Didactics - Excursion. An integral part of the study are courses focused on practical activities and technical interest activities.

“Current world through technology and informatics”

Through studying for the Master’s degree graduates gain the necessary competences that allow them to critically apply the use of their pedagogical and psychological knowledge in practice as a teacher at a primary or secondary school. Graduates are fully qualified to pursue the profession of a teacher. They are ready to base their professional conduct on well-structured knowledge and skills from their fields of approbation. The effectiveness of their professional conduct is conditioned by their subject-didactic and broader pedagogical and psychological knowledge and skills.

The degree develops students’ analytical and comparative skills, which enable them to understand the diverse pedagogical reality and to use subject-specific, pedagogical, and psychological publications in their work for planning, implementing and reflecting on educational activities. They develop communication skills important for communication and collaboration with pupils/clients, colleagues in the workplace, with parents of pupils/clients and with practitioners. An important benefit of the degree is the development of self-reflective skills that provide space for the development of attitudes towards one another, to educated individuals and to the profession: perception of the responsibility of the teaching profession, the acceptance of the moral obligations of a helping profession and its ethics.

The studies emphasise the principle of interdisciplinarity (interconnection of some pedagogical and psychological subjects) and the principle of sequence and gradation of themes and courses, from the more general to the more specific. The concept is also characterized by the interdependence of theory and practice. An important part of the concept is the reflective teaching practice. The principles of reflection on teaching practice and self-reflection are related both to practice and to other experience-oriented subjects. An important part of the concept is also the promotion of inclusion, which is perceived as a cross-curricular theme.

Practical training

A compulsory part of the program's study is a reflection of the practice accompanied by supervision in the total extent stipulated by the curriculum. The system of pedagogical practices is set up in such a way that it is oriented in the long term and systematically towards the development of the student's professional competences and prepared him first for a full mastery of the role of the teacher. The postgraduate experience in the postgraduate studies is a superstructure in practice in the preparation of an assistant in the Bachelor's degree program. At the end of the Master's degree, the student should be autonomous in the classroom and become a novice teacher who develops his / her competencies in further education.

The teaching practice is conceived as a coherent and gradated system with an emphasis on interconnection with theory and reflection and self-reflection of the student as a teacher.

The aim of the teaching practice is to acquire the professional competences necessary in the daily work of the teacher, to become acquainted with the roles which the teacher enters into in their work, to realize their own professional needs and to gradually take responsibility for the planning, implementation and evaluation of lessons. Throughout the teaching practice, students get a real idea of what a teacher's everyday work involves.

The teaching practice forms a coherent system of consecutive subjects. In the follow-up master's programmes, these are the subjects Teaching Practice 1 (1st semester), Teaching Practice 2 (2nd semester) and Teaching Practice 3 (3rd semester). In total, this makes up 280 hours (double-subject programme), followed by Seminar on Teaching Practice. Students enrol in the Seminar on Teaching Practice 1 twice during their studies (in the first and second semesters). The aim of the reflection is to provide students with a space for sharing and reflecting on experiences from their own teaching practice and helping them to deepen their reflective and self-reflective skills.

The system of teaching practice is regularly evaluated both through open and closed questions, both by students and the mentor teachers. The reflective seminars are also evaluated.

Further information


Career opportunities

By studying the master's degree the graduate will gain the necessary competencies that will allow him, according to Act No. 563/2004 Coll., On Teaching Staff, as amended, to work as a teacher. In addition, he is qualified to work in out-of-school (eg leisure-time) institutions. He is ready to base his professional conduct on well-structured knowledge and skills from his approbation fields (content knowledge).

Admission requirements

Data from the previous admission procedure (1 Jan – 30 Apr 2024)

No information available

Minimum score and numbers of accepted applicants in past years

Study options

Combined studies

Combinations with programmes from Faculty of Education

Combinations with programmes from Faculty of Sports Studies

Courses – curriculum examples

An example of your study plan:

Combined studies

Combinations with programmes from Faculty of Education

Follow-up studies

Graduate Master's degree program may continue in appropriate doctoral programs.

Study information

Provided by Faculty of Education
Type of studies Follow-up master's
Mode full-time Yes
combined No
distance No
Study options single-subject studies No
single-subject studies with specialization No
major/minor studies Yes
Standard length of studies 2 years
Language of instruction Czech

Do you have any questions?
Send us an e-mail to

Mgr. Petr Vybíral, Ph.D.



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