The article takes as theme the problem of definition of pedagogy/education as a sci¬ence in both historical perspective and current pedagogic discussion. In this respect the study is concerned inter alia with the professional capabilities of teachers — specifically knowledge and skills needed in the teaching profession — and reflects on whether the current concept of teacher training is achieving or could achieve the goals in question. Attention is devoted to the reality of what is known as the "scientification" of pedagogics and the impact of this phenomenon on the structure and conception of teacher training. Last but not least the author considers possible recommendations for the further evolu¬tion of teacher training and for the development of the field of pedagogy/education in general.