Abstract
The theme of the article is based on a broader research survey carried out within the framework of a dissertation project entitled The Educational Objectives of Museum Education as a means of developing functional cooperation between the school and the museum. Although the main objective of the research, through in-depth interviews, to map teachers' expectations in relation to the educational objectives of educational programs in the museum, there was a surprising finding - the role of the teacher role emerged unpredictably during the analysis and interpretation of the data.
Teachers clearly identified themselves as people who are not outside the process of museum education but, in the diction of the three-phase concept of the school's visit to the museum, they participate in the effective outcome of their pupils' teachings. The article on the background of the three-phase concept of school and museum cooperation points to specific strategies and practices that help teachers in practice to fulfill this role.