Abstract
Scientific skills play an important role in actively investigating scientific phenomena and facts. However, an understanding of the nature and validity of information obtained from various sources is equally essential.
A good level of scientific skills of teachers is a prerequisite for the successful implementation of teaching methods based on scientific reasoning and research. Teachers' attitudes also play a significant role in educational practice.
The research aim was to find out how future teachers consider themselves to be competent in scientific skills, how they perceive the importance of scientific skills for students and teachers, and how they evaluate university preparation in this area. A multi-item questionnaire using Likert scales was created for the research investigation. 187 students of the Faculty of Pedagogy of Charles University in the academic year 2021/2022 in the final phase of the follow-up master's program (ISCED 7) participated in the research.
It was found that students consider scientific skills rather important for themselves, teachers in general and pupils. In contrast, students tend not to consider themselves competent in science skills and do not consider college preparation in science skills to be sufficient.
These established facts should lead to greater attention in the preparation of future teachers in the field of scientific skills.