This introduction outlines the topic, aim, and structure of the volume. With this collection of chapters, we aim to “push a diversity of notions of ‘innovation’” (Sriraman, 2017, p. viii) into the area of teacher education (including teacher education research). In that respect, innovations in three different domains are distinguished: pedagogies, technologies, and societies. In the domain of pedagogies, which serves as the ‘core’ of teacher education programs, four types of processes leading to innovations in teacher education (research) are addressed: reflective, emotive, cognitive, and didactic-instructional processes. In the domain of technologies, teacher educators are required to accept the double-sided reality of technological tools, i.e. their potentials and their limits. This is accompanied by the need to use competency frameworks such as TPACK (Mishra & Koehler, 2006) or DigCompEdu (Redecker & Punie, 2017) more systematically, to conduct critical research on modern tools in the area of Artificial Intelligence (AI) and, eventually, to utilize the transformative potential of digital tools in the international context. In the domain of societies, we claim that teacher education (research) generates innovations in areas that seemingly reside outside teacher education programs, such as multilingualism, societies’ changing expectations of modern literacies, societal polarization, and teacher shortage.