Some general problems in education of prospective physics teachers are discussed using experiences from University of Zagreb. Two very different models of education of prospective physics teachers are compared: the successive and the simultaneous model. The discussion about these models is actualized by the Bologna process. Arguments in favour of the simultaneous model are outlined.The problem of how to improve teacher education to achieve wider acceptance of modern educational ideas among teachers is discussed. Significant problems exist in this area because of the inertia of the university educational system.Student teachers’ apprenticeship in schools is analyzed. The experience shows that its quality and the ideas that are transferred to student teachers in the process are far more important than the duration of the apprenticeship.