Teacher education has been engrossed in an eternal quest of seeking appropriate, relevant, and effective strategies to enhance teaching and learning quality over many decades. Teacher educators, teacher trainees, and teachers (including early and midcareer to late career professionals) continue to this day to focus their energies, passion, and commitment to finding the most effective, creative, and innovative teaching and learning solutions. The search for enhancing teaching and learning quality crosses geographic, demographic, and cultural contexts and boundaries. However, the gaps in these endeavors are conspicuous by their absences. In this article, the author presents a brief general overview of the trends in enhancing teaching and learning quality and identifies the gaps in teacher education discourse. Recommendations are put forward to inspire future dialogue so that a new peoples' scholarship embraces a holistic, inclusive, critical, collaborative, and just framework for teacher education.