The study is centred on an analysis of the documents (syllabi, textbooks) in the subject of pedagogy taught in secondary schools as prerequisites for the realization of world outlook education in this subject. World outlook education in the subject of pedagogy is handicapped by the fact that in the syllabi all the aims andtasks of the subject of pedagogy are formulated only as a framework, in a general way, for the subject as a whole. An apparent improvement in this respect is brought by the new syllabi for pedagogy of 1983 for the training of nursery school teachers at secondary schools for teachers training. All the syllabi demand that the teaching material in pedagogy be consistently interpreted in a Marxist way and that the knowledge of students be developed on such a level of theoretical cognition as to enable the students to have a deeper insight into the specificity of pedagogical phenomena and to apply their knowledge in practice successfully. These demands are significant for the world outlook impressiveness of the subject. Pedagogy textbooks, on the whole, meet the demand of the syllabi that the presentation of the teaching material be orientated in the Marxist way. Scope for improvement has been found in the level of demand of some textbooks on the students’ work with the teaching material, in the possibilities of a qualitative development of the students’ knowledge in pedagogy. Both the syllabi and the textbooks should be understood as partial elements in the complex of the teaching process. The full extant of their function makes itself felt through the creative activities of the teacher.