Graduates of universities educating teachers are often blamed that they are insufficiently prepared for practical work with children, they are unable to conscientiously plan educational activity and to analyse its results, they often turn to practicism etc. The article characterizes the present state of educational training in the narrower sense of the word (i. e. in pedagogy and the history of pedagogy). It is being concluded from an analysis of university textbooks on pedagogy and from other materials that so far no system of specific aims of educational training has been explicitly formulated. As the result of the organization of the teaching of pedagogy it was not possible for the students, studying to become teachers, to realize the significance of pedagogical theory for the understanding of educational problems, it was not even possible to make the students study pedagogy more profoundly. If the outlined shortcomings are to be overcome it is necessary to outline the aims, determine the contents and means of pedagogical training from the point of view of the needs of the future teacher. The future teacher should be acquainted with the theory of educational activity he carries out. He should learn to realize the problems of practical educational activity and to be able to solve these scientifically. He should become versed in a certain educational skill and have the proper capabilities for educating others. The article deals with the aims specifically and .also outlines the means for their realization. For the further deepening of pedagogical training it is necessary to elaborate its problems in connection with the pedagogical training in the wider sense of the word (i. e. training in psychology, methodics etc.), with subject and ideological training.