practice. It means unpacking and specifying practice in detail and designing professional education that will offer novices multiple opportunities to practice the work and to fine-tune their skills.
We begin with a brief analysis of the nature of teaching work and of what we argue are its unnatural and intricate qualities. We then draw on the work of several other analysts to sketch the basic components of the practice-focused cur- riculum for learning teaching that we argue could contribute directly to improved instructional capacity among teachers. Finally, we discuss both the challenges of centering teacher education on practice and the resources available for the work, including the history of microteaching and competency- based teacher education in the United States and the progress that researchers have made to identify content knowledge for teaching and to draw on professional education in other fields to inform teacher preparation.