The present article analyzes two critical frameworks within teacher education and how they construct preservice teachers and their learning within teacher education. These frameworks of 'Apprenticeship of Observation' (AoO) and 'Ambitious Practice' (AP) present opposing narratives about preservice teachers. While AoO directs our attention to preservice teachers' belief, AP emphasizes on developing professional practices that are core to the work of teaching. Teacher educators draw on these frameworks and narratives to inform their work with preservice teachers. Each framework has its unique stance on preservice teachers and makes noteworthy contributions that expand the field teacher education and evolve our thinking as teacher educators.