Is deliberate practice really a teacher education panacea?

Discussions around how to design teacher education that impacts on both classroom practices and pupil learning have become increasingly widespread. In particular, ‘deliberate practice’ has been presented by many as a catch-all solution to the question of how to best structure professional development. On Ambition Institute’s Teacher Education Fellowship, teacher educators have been exploring whether deliberate practice might not be the magic bullet solution that some have suggested it represents. In this session Nick will contest the increasingly unchallenged belief that deliberate practice is a teacher education panacea, and present the theoretical and practical implications for professional development practices.