There has been tradition of adult education since the 19th century (Hartl, 1992, Benes, Kopecky, 2004) in the Czech Republic. Following the revolutionary changes in 1989, fundamental changes in the concept of education and adult education sciences have occurred in the former socialist countries of Central Europe to (Jelence, 1998). Three concepts of adult education have thus gradually emerged in the Czech Republic. One is based on the philosophy of education and educational sciences (Benes, Kopecky, 2004), the second interconnects knowledge of philosophy of education, social education, sociology of education and cultural anthropology in andragogy (Simek 1998; Simek, 2004). The constitution of the third approach has been based on the empirical research of adult education since 2000 (Rabušicová Rabušic, 2006). Except for the theoretical and empirical orientation of the field, it is necessary to perceive the andragogy also as the field of study, a discipline taught at Czech universities (Simek, 1998) in which quality care has to be strongly embedded. Teaching of a discipline is therefore an important part of its existence as the discipline is further being communicated and developed by future professionals, scientists and researchers at least as much as it is done through the implementation of research, scientific and research publications (Wallerstein et al., 1996). The research is focused on capturing the views on the concept of quality of teaching as well as on interfering factors that affected it according to the major experts of the andragogy field in the Czech Republic in the last two decades.

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