Abstract
An integral part of the preparation of future teachers is both disciplinary and subject specific education preparation. Their ratio is determined by, as well as the representation of other components of teacher training, by the Framework requirements for study programmes set by the Ministry of Education, Youth and Sport.
The two components of preparation are generally treated as separate and distinct. Yet it is a well-known fact that teachers in their practice imitate the practices of their role models - the teachers they have met in their training.
The aim of this paper is to open up a discussion on the extent to which the boundary between the two areas, how preparation in both areas can be linked, and to what extent it makes sense to distinguish between the two areas in preparation. The possible links between this two areas will be illustrated with examples of specific subjects included in the preparation of future mathematics teachers at the Faculty of Education of Charles University.