To each of a dozen common charges against formal programs of teacher education a personal response is made. Among other responses, it is argued that contextual knowledge of classrooms and schools is crucial for novice teachers; raw intelligence is insufficient for accomplished teaching; and as in other fields, accomplished performance will develop - if it ever develops - only over many years of effortful, deliberate practice. It is argued that programs of teacher education can offer the novice teacher the findings, concepts, principles, technologies, and theories from educational research that are relevant to teaching and learning, as they are provided to other professionals before they enter their fields of practice. It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers.
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