Abstract
The importance of science for understanding and further development of our society is without doubt, yet the students' interest in scientific disciplines, especially physics and chemistry, is not high. Many questionnaire surveys and other forms of research show that despite the current abilities to gather information from many sources, the most important factor that leads students towards interest in these subjects is still their teacher.
For this requirements for science teacher preparation stated in the binding documents of both Czech Republic and EU. The authors build mostly on processing of the current information of their questionnaire survey about the preparation of future chemistry teachers across the Czech Republic which grants information about the teaching plans of various study disciplines and their comparison.
This analysis is compared to the requirements for curricular conception of teacher education created by an expert group for subject didactics. The contribution ends with a model that seems to be optimal, both as from the point of view of the developmental traditions of science teacher preparation in the Czech Republic, and as from the point of view of the current demands of the EU Educational Committee.