Abstract
Who is and should be a Science teacher like? This seemingly multiple-time answered question, however, has not been clearly answered yet. Ideas of an optimal characteristic of Science teacher should be defined in context of their main activity.
Two alternatives are under the focus; the apparent discrepancy which has been solved in some legal documents, and the state which is frequently not unambiguous in practice. In Alternative One, the learner is the main objective of the teacher s activities and to contribute to the learner s personal development is the main task.
To develop a creative and flexible personality is the priority which requires a set of appropriate means. The learning content in Science subjects as part of general education is one of the means.
This approach is applied in study programmes Teaching for Secondary Schools in general-education subjects; then, the graduate s target is to form Science literacy of the whole population. In Alternative Two, the learning content in Science subjects, particularly the learning content of one of them, or of one part, is shifted from the category of means to the category of objectives.
This approach to be ensured, teachers of so called professional (specialized, vocational) subjects are prepared. Their teaching qualification is provided in the form of further pedagogical studies conducted as a follow-up, or concurrent study with a master (mostly engineering) programme.
Field specialists thus gain additional pedagogical qualification; the field spe-cialization is essential and irretrievable for this type of teacher profession. Both mentioned alternatives are discussed and analysed in this text and appropriate recommendations are proposed.