"Teaching practice" refers to the professional discourse, knowledge, skills, tools, and habits of mind underlying the interpretive processes that characterize expert teaching practice. Such expert practice is located within and responsive to micro- and macrocontexts and situations. In a well-articulated vision, learning teaching practice is situated within a particular view of professional expertise, a particular theoretical perspective on learning teaching practice, a particular understanding of the relationship between teaching practice and learning outcomes, and a particular understanding of the position of teaching practice within the local community and the larger society. A well-designed teacher preparation program based on a well-articulated vision enables the faculty to monitor candidates progress in developing expected levels of competence in teaching practice, to evaluate the trustworthiness of teaching practice in the program, and, ultimately, to determine the impact of the program on enabling candidates to facilitate high quality learning experiences for students that accomplish the expected outcomes. Faculty scholarship can play an important role in sustaining, refining, and advancing the vision for teaching practice in the program.