279) to penetrate so deeply into the daily discourse of the teacher that no one questions their meaning, but everyone tries to use them in their teaching as if they were its guarantee. of good practice. However, as Cochran-Smith (2008) points out, good teaching cannot be entirely regulated by “high-stakes contexts” (p. 279) and testing, because “good teacher education focuses on notion of expansive rather than narrow practice” (p. 279). . 279), including the teacher's ability to establish good emotional relationships with students and parents, respond to learners' needs, demonstrate good problem-solving skills, etc., rather than just to the test results, concluding once again that teacher training is a rather elaborate and complex process.