On the contrary, the QT framework is more about a conception of “the practice of teaching” (Lampert, 2010, p. 29) (akin to the practice of law or practice of medicine) than it is a specific set of skills to be mastered. Arguably, such an approach has potentially profound consequences for teachers’ intellectual and attitudinal learning as well as their behavioural learning (Evans, 2014), the latter which tends to be the focus when frameworks are designed and/or 200-301 Dumps used primarily for evaluative purposes. In operationalising multiple theoretical perspectives, the QT framework provides structure and direction for the many small decisions that teachers make daily. Importantly, with its three key principles of Intellectual Quality, Quality Learning Environment, and Significance, the QT framework avoids the proliferation of discrete practices in a way that becomes unwieldy (like the 1001 teaching activities identified in a 1929 study by Charters and Waples, as cited in Zeichner, 2012).