The paper deals with the pedagogical training the researchers consider to be necessary in the undergraduate preparation of prospective teachers. It has its irreplaceable place in the curriculum of universities which have been preparing prospective teachers of vocational subjects. The undergraduate teachers' education consists of four components: general background, pedagogical-psychological component, subject-matter and pedagogical training. There is a trend in all faculties educating prospective teachers that the subject-matter is far more important than the other three components. The researchers present the concept of qualitative and quantitative research. The aim of the qualitative research was to identify the weaknesses of the prospective teachers' performance. The research method of moderated discussion was used and 32 prospective teachers from the faculty schools were the respondents. The researchers found that the most common problems for the prospective teachers when teaching were to manage class discipline, to have the ability to motivate students, and the lack of adequacy of the topic when lecturing. The aim of quantitative research was to determine the quality of the pedagogical training at the faculty training schools. To meet the research aim three research hypotheses were set. Forty-seven students of the master's study programme Teaching of Economic Subjects at the University of Economics in Prague took part in the research. Through the form of the questionnaire survey, students' attitudes were assessed on various evaluated aspects of pedagogical training. The course of pedagogical training was evaluated by students positively (1.80); the material equipment of training schools (2.51) and the time range of pedagogical training (2.06) were assessed as a weaker side. The research hypotheses were confirmed. On the basis of the results of the research, the researchers propose possible measures to improve pedagogical training. The researchers are of the opinion that it is appropriate to include various forms of training in the preparation of prospective teachers to bring theory into line with training, but it is important to remember that no simulations will replace the direct experience in real situations, in training schools.

Abstract:The paper focuses on the analysis of the formation of human capital, already in the formal education stage in terms of the assessment of the importance and motivational level of the cross-sectional integral component of finance and entrepreneurship. Based on the content analysis and the discourse of the relevant contemporary trends in the Czech Republic, the authors present an original model of support of financial literacy and leadership for entrepreneurship on the case study of the implementation of courses of the Practice Enterprise, as it is implemented under the terms of study programmes at the University of Economics in Prague. Hypotheses have been formulated to confirm or disprove the effectiveness of this model of human capital formation from the perspective of preferences, motivation, and target satisfaction of clients in education. The programme's underestimated importance of practice, given by the limited use of the courses of the Practice Enterprise as a practically oriented optional subject, for the formation of financial education and for entrepreneurship education, has been proved. At the same time the positive motivation, the satisfaction of students, the functional ability of the model and the importance of entrepreneurship and financial literacy for the creation of desirable human capital for further professional and entrepreneurial careers of education clients has been proved as well.