In this last and concluding chapter, we use a meta-perspective on the five contributions with respect to both form and content. We then find that the construction of the five chapters in several respects is the same, but also differs, for example in terms of the personal positioning in the texts. A central theme in the various texts is knowledge development. Several of the authors depict an internal knowledge-based academic development of the teacher education subject, while others emphasize the external one. Methodologically, all authors use, but in different ways, a combination of life stories – scientific essay. This means that the different ‘life stories’ that are presented in the different stories are also placed in their social, historical and political context – ‘life histories’. As an important contextual factor, several of the authors connect to the sociological concept of “social generation” by linking their stories to the 1968 generation as a discursively mediated identity. The contributions largely follow the authors’ internal, professional history with an emphasis on the epistemological dimension, or in other words the epistemological development. While we regard this substantive focus in the various contributions as a complementary contribution to professional research’s emphasis on the external, i.e. form and function, and formal academicization, we reflect on the relationship between professionalization, academization, school and teacher education. We conclude that the development of subject didactics constituted a major subject- and knowledge-wise addition to teacher education and significantly contributed to teacher education research and professionalization in all four countries.