The cultural-historical perspective understands school as a promoter of human development, and we assume this can be done to achieve children’s and students’ maximum potential, and that the teacher is the most experienced mediator in this relationship. From this point of view, a principle of teachers’ initial and continuing educationshould be the study of a theory that supports the pedagogical practice, with the aim of enhancing human development. We therefore argue that all pedagogical practice must be grounded in a theory, and we seek to find and study a theory that will form the basis of practice in teacher education meetings. For this approach, we have elected the Cultural-Historical Theory by its explicit relationship with a humanizing and developmental education and, in this article, we aim to reflect on the pedagogical implications of the Cultural-Historical Theory for teacher education based on the studies of Vygotsky, Davydov, and Leontiev, among others.