Abstract
The author will focus on research related to the professional development of the teacher, the stages of his development and the definition of the role of teacher pedagogue. Based on the research, he will present problems in the activity of the faculty teacher in his readiness for the role of mentor. He will mention projects that dealt with the practical undergraduate preparation of students, and methods of supporting faculty teachers in cooperation with Universities preparing future teachers. In addition to defining the role of the faculty teacher, the paper aims to offer inspiration with an example of good practice, namely by introducing another role of teacher pedagogue, that of introducing teacher. This teacher of teachers adapts the teacher graduate to the conditions of practice in the school, helps with connecting theoretical knowledge with one's own teaching practice and integrating the teacher into the work of a particular school. The project Systemic support for the professional development of teachers and principals (SYPO) - Beginning teacher, of the National Pedagogical Institute of the Czech Republic represents an important element of assistance in the development of the professional training of graduates of teacher studies.
The paper also presents the possibilities of supporting teacher pedagogues within the framework of university training of future pedagogues of the FF of the UK in the project Support of undergraduate education of future teachers at the UK CZ.02.3.68/0.0/0.0/19_068/0016093