The article "Developing fundamental principles for teacher education programs and practices" by Fred Korthagen, John Loughran, and Tom Russell critiques traditional approaches to teacher education, which are often criticized for their limited relevance to student teachers' needs and their minimal impact on practice. The authors argue for a new and effective pedagogy of teacher education that effectively links theory and practice. They analyze effective features of teacher education programs in Australia, Canada, and the Netherlands to develop a framework of seven fundamental principles to guide the development of responsive teacher education programs. The study highlights the importance of ecological validity and cross-cultural approaches, emphasizing the need for a shared professional language among teacher educators and researchers. The three programs analyzed—those at Utrecht University, Queen's University, and Monash University—share common structures but have undergone significant changes to improve their effectiveness. These changes focus on shifting the emphasis from theory to practice, promoting reflection, and fostering intercollegial learning. The seven principles derived from the analysis include: 1. **Learning about teaching involves continuously conflicting and competing demands**: Teacher education must address the challenges of translating theory into practice and adapting to the complexities of real-world teaching. 2. **Learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject**: Teacher education should encourage student teachers to develop their own theories and knowledge through reflection and interaction. 3. **Learning about teaching requires a shift in focus from the curriculum to the learner**: Student teachers need opportunities to understand the thoughts and actions of teachers, and to link these to the relationship between teaching and learning. 4. **Learning about teaching is enhanced through (student) teacher research**: Student teachers should be encouraged to research their own practice to gain deeper insights and improve their professional development. The authors conclude that a pedagogy of teacher education that integrates theory and practice, supports reflection, and emphasizes the learner's role is crucial for effective teacher education.The article "Developing fundamental principles for teacher education programs and practices" by Fred Korthagen, John Loughran, and Tom Russell critiques traditional approaches to teacher education, which are often criticized for their limited relevance to student teachers' needs and their minimal impact on practice. The authors argue for a new and effective pedagogy of teacher education that effectively links theory and practice. They analyze effective features of teacher education programs in Australia, Canada, and the Netherlands to develop a framework of seven fundamental principles to guide the development of responsive teacher education programs. The study highlights the importance of ecological validity and cross-cultural approaches, emphasizing the need for a shared professional language among teacher educators and researchers. The three programs analyzed—those at Utrecht University, Queen's University, and Monash University—share common structures but have undergone significant changes to improve their effectiveness. These changes focus on shifting the emphasis from theory to practice, promoting reflection, and fostering intercollegial learning. The seven principles derived from the analysis include: 1. **Learning about teaching involves continuously conflicting and competing demands**: Teacher education must address the challenges of translating theory into practice and adapting to the complexities of real-world teaching. 2. **Learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject**: Teacher education should encourage student teachers to develop their own theories and knowledge through reflection and interaction. 3. **Learning about teaching requires a shift in focus from the curriculum to the learner**: Student teachers need opportunities to understand the thoughts and actions of teachers, and to link these to the relationship between teaching and learning. 4. **Learning about teaching is enhanced through (student) teacher research**: Student teachers should be encouraged to research their own practice to gain deeper insights and improve their professional development. The authors conclude that a pedagogy of teacher education that integrates theory and practice, supports reflection, and emphasizes the learner's role is crucial for effective teacher education.