Our focus in this article is to reflect on the value research-based teacher education adds now and will add in the future. First, we review the literature to investigate the nature of research-based teacher education, asking what it is and how it is envisioned and practiced. Second, we explore how research-based teacher education is evident in the Finnish teacher education system and present an example of an educational science learning environment, namely the research workshop.
Research-based teacher education seems to foster reflectiveness in practitioners and academic experts. However, a post-truth world presents challenges when it comes to supporting teachers’ professional knowledge. One key challenge is how to promote learning and professional development as a continuous process for teachers, from study and qualification to the in-service phase. The idea of a continuum – and of  dialogue– is central to the evolution of teacher education going forwards. We argue that research-based teacher education helps teachers to become epistemically responsible and skilful professionals.