This book focuses on four crucial issues of teacher education, both for pre-service and in-service processes as well as for different areas and educational levels. First, teachers’ educational beliefs are addressed, insofar as those beliefs seem to impact on their professional practice whereby they should be the focus of explicit attention in teacher education processes aiming at promoting specific practices. The relationship between teacher education and policy is the second topic of the book. Specifically, two chapters analyze the curriculum reforms implemented by a number of teaching programs at private Colombian universities, modifications responding to policy reforms concerning the quality conditions that all teacher education programs comply to. The book’s third topic is the extent to which higher education teachers—going beyond specific content knowledge—attribute importance to pedagogy, didactics and reflective practice in their own teaching. Finally, two chapters address the challenges and processes encountered by teachers when entering into the profession, their socialization into the community of teachers, their identities as teachers and their motivation to become teachers. It is worth noting that the contributions to this book share the use of qualitative methodologies, and present the results of narrated stories, interviews, observation, and documentary analysis, among others.. Keywords: Teacher education, teacher cognition, teacher education policy, higher education teaching, teacher socialization