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One recurrent feature of the four-year Danish teacher education programme at university colleges is the challenge of attracting and retaining qualified student teachers. Many changes have been implemented to address this and other challenges. To gain a better understanding of the developments from the recent reforms and the subsequent solutions to educational issues, the authors of this chapter examine the various teacher education laws written during this period. The purpose is to explore changes in Danish teacher education, primarily after the turn of the millennium. The main trends are (1) a more profession-oriented teacher education and (2) an increased focus on academic subjects, reflected in the demand for a stronger knowledge base throughout teacher education. However, the development of Danish teacher education must also be viewed in light of several major national and international societal changes. Several areas of teacher education are intended to be developed in the coming years, including improvements in teaching methods in teacher education, better collaboration with practice schools, improvements in student teachers’ opportunities for in-depth studies in subject areas, and a renewed focus on Bildung in education and teacher education.

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