In the last decades, progress in the field of pre-service and in-service teacher education has been evident. Despite the developments of curriculum programs, models and designs, various challenges are shaping the field. Models of teacher education are usually presented as “research-based”, but related research is often invisible or fragmented. This work introduces individual approaches, models or designs of pre-service and in-service teacher education developed by the authors and specifies their impact and shortcomings for further development. A reflective discussion across individual approaches to reveal particular issues that are shaping the field is provided.