The complexity of teacher education is fascinating, illusive, and creative. While it is simultaneously difficult to grasp and conceptualize, complexity has real presence and effects, and needs to be managed and simplified for meanings to emerge. In this article the author uses a complexity-based approach to examine the multi-layered acts of professional learning and assessment that provide a means for enacting transformative pedagogies in teacher education programs. By transformative pedagogy, the author means an approach that aims to enable neophyte teachers to examine what educational, moral, and political commitments help guide their work as professional teachers, as well as encourage and engender critical citizenship, reflective thinking, social consciousness, and disposition for social justice.