A personal response to those who bash teacher education

To each of a dozen common charges against formal programs of teacher educat ion a personal response is made. Among other responses, it is argued that c ontextual knowledge of classrooms and schools is crucial for novice teacher s; raw intelligence is insufficient for accomplished teaching; and as in ot her fields, accomplished performance will develop-if it ever develops-only over many years of effortful deliberate practice. It is argued that program s 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 profession als before they enter their fields of practice. If is concluded that high-q uality teacher education programs are profoundly challenging, indispensable , inaugural components in the development of accomplished performance by te achers.