It is in general considered self-evident that those people who will later transfer the educational content of culture to children and youth should themselves have first assimilated intensively as much of this culture as possible. They will then be able to pass on their education to others because they will know how such processes are gotten under way. However, one cannot assume such an interest in everyone who wishes to enter the teaching profession, but the relevant training should work to ensure that pedagogical activities can be understood in a differentiated fashion, that the political and social background conditions are understood, that the processes of the mind are unshrouded, that the fields of practical action are analyzed in all their diverse dimensions and can be constructively organized, and that--last but not least--the person's own relation to this profession is clear. Therefore, those studying for the teaching profession must come to terms first and foremost with "the child" (or adolescent) and his processes of education. In this article, the author discusses why the priorities are set differently in teacher training. He suggests that the curriculum for the teaching profession must give a central place to the professional sciences of teachers and should be designed that teachers' professional competence can be developed in their cognitive, habit-related, and pragmatic dimensions. [This report was translated by Stephen D. Naron.]