Abstract
The study concerns the changes brought by the application of the Bologna Process to undergraduate training of Czech teachers in the years 1999 to 2013. It combines a documentary view with the personal account of someone directly involved: a member of the Accreditation Committee.
It offers testimony on the development of the views of the leadership of the Ministry of Education, the ministerial advisors, members of the Accreditation Committee, the representatives of the universities, teachers at the faculties training teachers, sociologists and the teaching community. The account is divided into five stages: 1.
Development in the Czech Republic following the signing of theBologna, Declaration; 2. The new university law and its initial application in practice; 3.
Discussions on the benefits of structuring teacher training studies and its forms; 4. An attempt at investigation of some aspects of structured teacher education; 5.
The structuring of teacher training studies is no longer an obligation and alternatives are being sought.