279) to penetrate teachers' daily speech so deeply that no one even questions their meaning, but everyone tries to use them in their teaching as if they were the guarantee of good practice. However, as Cochran-Smith (2008) insists, good teaching cannot be completely governed by “high-stakes contexts” (p. 279) and tests, since “good teacher education focuses on a notion of expansive rather than narrow practice” (p. 279). 279), including the teacher's ability to build a good emotional relationship with students and parents, responding to students' needs, the ability to demonstrate good problem solving skills, and so on, rather than being tied only to test scores, Concluding once again that teacher training is a rather elaborate and complex activity