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The purpose of this article is to offer a conceptual analysis of empirical research on teachers’ education and outcomes that is linked to the political controversies and policy debates that shape it. The review reveals that there are six distinguishable genres that examine connections between teachers’ education and posteducation outcomes: teacher certification and its correlates, teachers’ educational backgrounds and the teacher workforce, entry pathways into teaching and their consequences, teacher preparation programs and their graduates, teacher preparation and learning to teach in the early career years, and teachers’ life experiences and beliefs/practices.