reflective approach, quality of teacher training, undergraduate teacher education.

Undergraduate teacher education in the Czech Republic is implemented in the form of a concurrent or consecutive model.This model is implemented in most EU countries. Students trained through the consecutive model are initially educated in a specific field (e.g., chemistry, foreign or mother tongue, mathematics, etc.). After completing the study, they acquire the necessary qualifications for the teaching profession through didactics and psychological disciplines and independent practice. The undergraduate training of student teachers is currently undergoing several innovations. It turns out that a mere academic level of education does not guarantee the quality of teacher training. It is criticised to separate the training of future teachers from actual practice. It is required to increase the credit share of the pedagogical-psychological component of training and specialised didactic training of teacher training students in particular, including increased hours of direct practice in schools. Future teachers should acquire communicative, presentation, motivational, diagnostic, and organisational competencies. They should be able to use modern technologies, be creative, use critical thinking methods, facilitate pupils' learning, reduce social inequalities among children. The importance of subject didactics is strengthened. In this context, we asked ourselves the question, "How do teacher students reflect the ongoing undergraduate preparation at the beginning of the study program?". The research was conducted over two years on a sample of 160 students in teacher-training programmes. The aim was to identify students' beliefs about the teaching profession and required qualifications and describe how students reflect their undergraduate professional training in this context.

Undergraduate teacher education in the Czech Republic is implemented in the form of a concurrent or consecutive model.This model is implemented in most EU countries. Students trained through the consecutive model are initially educated in a specific field (e.g., chemistry, foreign or mother tongue, mathematics, etc.). After completing the study, they acquire the necessary qualifications for the teaching profession through didactics and psychological disciplines and independent practice. The undergraduate training of student teachers is currently undergoing several innovations. It turns out that a mere academic level of education does not guarantee the quality of teacher training. It is criticised to separate the training of future teachers from actual practice. It is required to increase the credit share of the pedagogical-psychological component of training and specialised didactic training of teacher training students in particular, including increased hours of direct practice in schools. Future teachers should acquire communicative, presentation, motivational, diagnostic, and organisational competencies. They should be able to use modern technologies, be creative, use critical thinking methods, facilitate pupils' learning, reduce social inequalities among children. The importance of subject didactics is strengthened. In this context, we asked ourselves the question, "How do teacher students reflect the ongoing undergraduate preparation at the beginning of the study program?". The research was conducted over two years on a sample of 160 students in teacher-training programmes. The aim was to identify students' beliefs about the teaching profession and required qualifications and describe how students reflect their undergraduate professional training in this context.