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This book strives to contribute to the discussion on what form teacher education should take, presenting texts written by scholars who have focused on the teaching profession and the teacher education in the context of philosophy and sociology of education, university-level methodology, personality and social development as well as teacher education in the long-run. The scholars address the following themes: the consequences of the absence of the idea of erudition for university operations and for teacher education; the importance of philosophical education for prospective teachers; the relationship between academic and competency discourse and the problematic consequences of the process of massification of education and neo-liberal rhetoric; different forms of the relationship between theory and practice in the context of teaching pedagogy and psychology at faculties of education; prospects of university didactics; professional competencies of those who educate prospective teachers using the concept of the “teacher as a role model”.