Abstract
This article is concerned with the principle of isomorphism in teacher training, drawing attention to the importace of the ways in which university teachers themselves teach and educate future teachers. It focuses on definition of the principle of isomorphism, prosents a concrete example of project-based learning, and summarises the expected benefits, but also limits for the application of this principle in teacher training.
It presents isomorphism drawing on evidence from its application in the training of primary school teachers in the Francophone part of Belgium.