The journey towards becoming a teacher involves engaging with a range of theoretical and pedagogical knowledge, and fieldwork experiences. This edited collection is a response to recurring student feedback about the struggle to grasp the philosophical and political aspects of teaching and learning. For some, encountering broad open-ended questions about the nature and purpose of education is confronting. The chapters have been organised around three philosophical ‘traditions’—progressive, liberal, and socially critical perspectives. The exploration of each philosophical tradition is complemented by personal reflections of academics for whom a particular philosophical view has influenced their development as scholars, researchers, and educators.