The study analyzes the development of the position of Pedagogy in the curricula of the teacher study of Physics during the last decades, using as an example the Faculty of Mathematics and Physics of Charles University. It shows that the part of Pedagogy in the Physics teacher education was varying considerably without any concrete reason for such a differences. Pedagogy can achieve its justified and recognized position only as an organical component of the general conception of the preparation of teachers of Physics, based on the effective cooperation of all the branches participating in this preparation.