In this presentation, I argue that attending to the patterns of socio-political experience in teacher education leads to new program design opportunities and paths of scholarly inquiry. I make this conceptual argument by drawing from ideas about forms and affordances in design studies and cultural studies. Applying these ideas to teacher education, I outline how learning to teach happens at the collision of four forms: networks, rhythms, hierarchies, and bounded wholes. This stance challenges many assumption that underwrite teacher education programs, such the process-process nature of outcomes. From this conceptual intervention, I chart implications on how we design teacher education programs, work to improve them, and conduct research about them.