Coherent research-based teacher education curriculum is of vital importance when educating student teachers for the teaching profession in the academic university context. It is essential that the characteristics and complexities of teachers’ work are comprehensively taken into account in the curriculum. At the same time, the curriculum needs to prepare student teachers to learn an inquiring orientation towards teachers’ work. It is essential that student teacher learning is at the core of teacher education programmes. This means that teacher education should have a clear research-based profile and organising theme, and that its curriculum should be coherent. In addition, pedagogical practices utilised in teacher education need to allow student teacher learning, collaboration with their peer students, active professional agency in a variety of ways, and allow for learning pertaining to taking care of their well-being. Teachers are in a key position in orchestrating pupils’ learning in their own classrooms, as well as in supporting their peer teachers’ learning, promoting pedagogical innovations, and developing schools. Pre-service teacher education should equip student teachers with strong professional agency, which allows them to learn continuously in the profession, support pupils and colleagues, as well as act professionally in continuously changing educational contexts.