Future teachers' training is a fundamental topic in pedeutology, although, in preschool teachers, research attention is traditionally lower than for primary or secondary education (Wiegerová et al., 2015; Průcha, 2016). Finding ways to professionalize a preschool teacher in the Czech Republic is a challenging but necessary task of the professional community in preschool pedagogy. The reason consists in the context of preschool teacher qualification requirements, as we are the only European country where secondary education (ISCED 3) is sufficient. Alongside, the minimum level required for teachers working in all other levels of education is a bachelor's degree, but usually a master's degree (ISCED 6-7). The preschool view is changing as the educational function is gaining more importance, an essential factor is the parent community's view (Wiegerová & Gavora, 2018). The preschool teachers themselves can perceive and present their profession to parents and the general public concerning the increasing demands on children's preschool education (Navrátilová, 2015 in Wiegerová, et al., 2015). Therefore, quality tertiary training of preservice preschool teachers is essential for the acceptance of this strategy in educational policy. A criticized aspect of university training has long been the share of practical training of students. The conformity of theoretical knowledge with the reflected model of practice is a possible starting point for tertiary education legitimacy. Attention should be paid to students continuously and at the end of their study. The aim is to analyze the changes in preservice preschool teachers' didactic strategies presented in their final bachelor's theses. When creating an applied bachelor's thesis, the student relies on theoretical and applied competencies, proves that he can implement educational activities. Application qualification thesis is a desirable output in a professionally oriented bachelor's program. It is also a specific type of text. In the Preschool Teacher Training study program, students at selected faculty whose work we analyze choose two orientations for their final thesis. If they are inclined to further academic careers and future doctoral studies, they choose a research-based thesis exploring the preschool educational reality. However, if the students are already heading for kindergartens' practice, they primarily prove the level of teacher's didactic competence. The development of a future teacher in higher education can be based on Syslová's model of professional competencies (2013, pp. 29-30), which is created from the concept of pedagogical knowledge and a holistic approach (Spilková, 2004). The basis is the ability to manage the educational process and self-reflection. In the applied bachelor's thesis, the student demonstrates the ability to design an original project, program, or a set of educational activities. An innovative approach is assumed as the aim is to enrich current practice in kindergartens with new procedures. The proposal is based on the current kindergarten curriculum (RVP, 2018) requirements and aims to professionalize preschool education teachers. Students must then verify the application output in the educational practice of kindergarten or other preschool facility. At the same time, it is possible to monitor whether he can choose appropriate evaluation methods and reflect more deeply on his work. All these aspects of the application thesis are explored in the project "Analysis of Application Type of Students' Bachelor Thesis in Study Programme Preschool Teacher Training ˮ IGA/FHS/2020/001, financed by the Internal Grant Agency. The connection between the creative activity and the development of the student's professional skills through the creation of a qualification thesis was investigated in the field of nursing practice by the Swedish author team Lundgren et al. (Lundgren, Halvarsson & Robertsson, 2008; Lundgren & Halvarsson, 2009; Lundgren, & Robertsson, 2013). However, this is a unique research output in this area.

Methods Research design: Mixed-method content analysis of application theses in a professionally oriented bachelor's study program of Preschool Teacher Training. The research sample consists of 130 works defended in 2012 - 2020 at a selected university in the Czech Republic. Atlas.ti and TextQuest tools were used for content analysis. The quantitative analysis focuses on the frequency of students' identified expressions concerning didactic strategies - methods, forms, means, subsequently self-reflective strategies. The qualitative analysis aims to reveal the level of expected competencies of future teachers more profoundly and the challenges for their training. Research questions: How is the didactic strategy applied in the final theses of future kindergarten teachers developing? What methods and resources do future kindergarten teachers choose to work with preschool children? How is the quality of evaluation of future proposals and procedures of future kindergarten teachers changing?

Expected outcomes: The data analyzed so far are based on the final theses defended in the years 2012 - 2019 (104 theses). These data will be supplemented by an analysis of 26 theses defended in the autumn of 2020. The analysis results are generally encouraging in that the choice of didactic strategies of future teachers is based on more comprehensive options than traditional choices of guided activities where children are not active actors. Students experience forms and methods inspired by alternative models (e.g., activity centers) or currently discussed approaches (Inquiry-based Learning - not only in science education). However, their application still seems intuitive, insufficiently based on theoretical background. Similarly, developments in the field of evaluation and self-evaluation of future teachers are evident. They pay more attention to it, looking for and choosing less traditional methods. However, again with shortcomings in the theoretical level or with "evasive maneuvers," students evaluate their experience primarily through the prism of children's work in the proposed activities. These and other results are essential for the reflection of the training model for preservice preschool teachers.

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