M. Potmesil et al.
teacher professional competence, including lists of qualifications, teacher characteristics, skills, etc., T. Janik
summarizes in terms of the complex potentialities leading to successful “effective” materialization of the teach-
ing profession [1]. One of the key components of planes or forming part of the professional competence of
teachers is also teacher's implicit theories [2] or teacher beliefs. The process of formation and transformation of
subjective theories of teachers in the process of undergraduate teacher training as a specific set of knowledge (in
the narrower sense) are the key issue of the study. Our concept is based on the belief that theories are subjective
contents of the human world of meanings which an individual, in accordance with the rules of phenomenologi-
cal philosophy, forms the basis of the experience of this world. The majority concept of the subjective theories,
however, approaches to the concept of a human as a scientist and subjective theories similarly characterizes as
“scientific” theory of stages through systematic, argumentative structure or language formability [3]. On the
contrary, this attitude, of course, degrades the subjective theory as the antithesis to the scientific theory, and the
process of undergraduate preparation is then perceived as a shift from subjective theories to the scientific theory
or reconstruction of subjective theories in scientific theory.
2. Philosophical Approaches
Phenomenology offers an alternative view on the issue. Phenomenology cannot be seen as a philosophy or phi-
losophical school, but in accordance with its founder Edmund Husserl as an attempt to substantial revision of the
whole philosophy based on a thorough revision of the doubt and the relationship of the knower and recognizable
entities. Ivan Blecha [4] characterizes phenomenology as a specific way of looking at the world and as an at-
tempt to purify the consciousness from all interventions of objective reality. An important aspect of phenome-
nology is the systematic analysis of the basic structures of the lived experience of the world-the natural world
(Lebenswelt in German-the “natural world”) as the last basis which gives meaning to all other activities (from
the current understanding of the world to its scientific interpretations). The central thesis of phenomenology, i.e.
undetectability and unknowability of clean reality which is exempt from the subject, and the focus on the know-
ledge through experiencing, or experience of the subject can be transformed into specific categories, the so-
called phenomenological attitude. The phenomenological attitude is exploring things and phenomena not as the
things given, but as things which appear to us in a particular way. The primary and most important is just that
the things appear to us through the fact how important they are for us and our subjective sense in the life-world.
Within the phenomenological attitude it is necessary to follow three basic rules of research [5]. The rule of epoché-
disregarding of all own knowledge, prejudices, preconceptions. What matters in this field is bracketing of all
self-kno wledge and access to the new situation.
The rule of description-highlighting of the role of the researcher as a person who is describing rather than ex-
plaining. The researcher using his or her own explanations would put in his or her own subjective meanings to
the testimony of others. The rule of horizontalization-based on Husserl’s thesis that things appear to us in so
called horizons. This is due to the obligation of the researcher to perceive the individual data as equal, not try to
hierarchize. The phenomenological approach, whose general framework we have outlined, allows a change of
perspective and perception of exploration of subjective theories of education, and thus open up new areas for
research on the importance of subjective theories in the undergraduate teacher training. Instead of the traditional
allocation of the amount of subjective and scientific theories, which emphasize scientific theories, the pheno-
menological approach emphasizes the importance of subjective theories as a result of the experience of educa-
tion, as a product of the reflection of the content of education to the students’ personal subjective system of
teacher training courses. This fact also formulates the basic research question of the study.
How is the general theory of education in the form of formal ontology reflected in the natural world of the
teacher novice? It can be assumed that through the course of general education as part of undergraduate educa-
tion in the natural world the student’s basic educational categories in clearly formalized representation of the
concept based on accepted and shared meaning structure will be reflected. Simply said, it can be argued that the
student of education adopts the specific conceptual structure of the discipline. Or on the contrary, it can be stated
that he or she reconstructs this formalized representation based on his or her meanings, corresponding with the
natural world.
2.1. Formal Ontology of the Teacher’s World on the Theory of Education
Education as a social process is common to all companies and individuals. Through education reproduction and