This paper presents seven fundamental principles for teacher education programs and practices, derived from analyses of three teacher education programs in Australia, Canada, and the Netherlands. These principles are intended to guide the development of teacher education programs that are responsive to the needs and practices of student teachers and teacher educators. The principles are based on the authors' experiences and insights from their research and case studies, and they are grounded in the idea that teacher education should be a process of continuous learning and reflection, rather than a static transmission of knowledge. The first principle is that learning about teaching involves continuously conflicting and competing demands. Teacher education is inherently inadequate and cannot fully prepare teachers for their entire careers. Therefore, teacher preparation needs to focus on how to learn from experience and how to build professional knowledge. This requires responding to a range of conflicting and competing demands. The second principle is that learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject. This principle challenges the traditional view that knowledge is something that is transmitted from teacher to student, and instead emphasizes the importance of student teachers creating their own understanding of teaching through reflection and experience. The third principle is that learning about teaching requires a shift in focus from the curriculum to the learner. This principle emphasizes the importance of understanding the learner's experience and needs in the teaching process, rather than simply focusing on the content of the curriculum. The fourth principle is that learning about teaching is enhanced through (student) teacher research. This principle emphasizes the importance of student teachers researching their own practice and reflecting on their experiences to gain insights into their teaching. The fifth principle is that learning about teaching requires a focus on the development of professional knowledge and the ability to apply it in practice. This principle emphasizes the importance of student teachers developing their own understanding of teaching and being able to apply it in real-world situations. The sixth principle is that learning about teaching requires a focus on the development of professional identity and the ability to reflect on one's own teaching. This principle emphasizes the importance of student teachers developing their own professional identity and being able to reflect on their own teaching practices. The seventh principle is that learning about teaching requires a focus on the development of professional relationships and the ability to work collaboratively with others. This principle emphasizes the importance of student teachers developing their own professional relationships and being able to work collaboratively with others in the teaching process.This paper presents seven fundamental principles for teacher education programs and practices, derived from analyses of three teacher education programs in Australia, Canada, and the Netherlands. These principles are intended to guide the development of teacher education programs that are responsive to the needs and practices of student teachers and teacher educators. The principles are based on the authors' experiences and insights from their research and case studies, and they are grounded in the idea that teacher education should be a process of continuous learning and reflection, rather than a static transmission of knowledge. The first principle is that learning about teaching involves continuously conflicting and competing demands. Teacher education is inherently inadequate and cannot fully prepare teachers for their entire careers. Therefore, teacher preparation needs to focus on how to learn from experience and how to build professional knowledge. This requires responding to a range of conflicting and competing demands. The second principle is that learning about teaching requires a view of knowledge as a subject to be created rather than as a created subject. This principle challenges the traditional view that knowledge is something that is transmitted from teacher to student, and instead emphasizes the importance of student teachers creating their own understanding of teaching through reflection and experience. The third principle is that learning about teaching requires a shift in focus from the curriculum to the learner. This principle emphasizes the importance of understanding the learner's experience and needs in the teaching process, rather than simply focusing on the content of the curriculum. The fourth principle is that learning about teaching is enhanced through (student) teacher research. This principle emphasizes the importance of student teachers researching their own practice and reflecting on their experiences to gain insights into their teaching. The fifth principle is that learning about teaching requires a focus on the development of professional knowledge and the ability to apply it in practice. This principle emphasizes the importance of student teachers developing their own understanding of teaching and being able to apply it in real-world situations. The sixth principle is that learning about teaching requires a focus on the development of professional identity and the ability to reflect on one's own teaching. This principle emphasizes the importance of student teachers developing their own professional identity and being able to reflect on their own teaching practices. The seventh principle is that learning about teaching requires a focus on the development of professional relationships and the ability to work collaboratively with others. This principle emphasizes the importance of student teachers developing their own professional relationships and being able to work collaboratively with others in the teaching process.