In different ways the authors of this book have explored the academic tradition of knowledge construction as manifested in student teachers degree projects. In Sweden the degree project is a touchstone. The large number of students, supervisors and examiners involved in this process is one reason why the degree project itself has become a controversial issue. Another reason is that the degree project is generally regarded as an indication of the quality of an educational program as such, and of the university in charge of the teacher education program. The authors analyse and criticise this academic tradition. Some take as a point of departures an action research project aiming at achieving praxis development. The question to be discussed is therefore: What alternatives are there to the dominating academic tradition of assessments and evaluations of student teachers achievements?