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Abstract: In most professional spheres of activity, the enrollee first of all chooses a profession and then determines the specialty. In pedagogical and classical universities, the situation is different. Here, the enrollee, first of all, chooses a specialty, and the profession of the teacher is acquired, as it were, along the way. But the teachers of the special departments also focus on the specialty, and not on the profession. As a result, we are faced with a situation where students, not all of whom want to get a teaching profession, are trained by teachers, not all of whom would like to follow this profession. Under these conditions, it is possible to produce a high-quality specialist-teacher on the basis of clear standards and their strict implementation. But many parameters of FSES-mandated competencies are not subject to metrology, and the frequency of the appearance of "standards" does not correspond at all with the inertia of the education system as a social phenomenon. By their non-specific nature, FSES’s are more likely to be requirements, wishes, but not standards, which generates many problems of training teachers as objective and subjective properties.