This study examines the relationships between the general, professional (basic) and pedagogical-psychological education of teachers educated through different teacher training programmes at colleges and universities. For the purpose of the study, the authors analysed the college and university curricula each time the teacher training programme was reorganised or whenever the duration of the studies was prolonged. Eight educational plans and programmes were analysed – four for the education of teachers of the first four grades of elementary school (class teachers) and four for teachers of the upper grades of elementary school (subject teachers). A quantitative analysis of the number of hours was performed and expressed as percentages. The analysis showed various relations between the general, professional, and pedagogical-psychological education of class teachers and subject teachers. For the training of class teachers, education in pedagogy and psychology predominated at over 60%, with minimum fluctuations in the observed period. Within pedagogical-psychological education, education in methodology was dominant at over 40%, also with minimum fluctuations. For the education of subject teachers, the situation was reversed. In their training, professional education was dominant. Pedagogical-psychological education fell below 20% on average, with significant fluctuations ranging between 28.5% and 12. 0%. The two-year college curriculum had the most favourable ratio of pedagogical-psychological education. After that period, there was a tendency to reduce the ratio of pedagogical-psychological education, irrespective of whether at the same time the duration of teacher training studies was prolonged. The insufficient pedagogical-psychological competence of subject teachers at elementary school has negative consequences for the education of students at the sensitive age of puberty. In times when the educational role of the family is diminished and when the social orientation of adolescents is questionable due to significant differences between proclaimed values and practice, it is necessary to improve the pedagogical-psychological education of teachers to allow them to be better prepared.