Language teacher education has become fragmented; too often, its efforts focus on ancillary areas such as applied linguistics, methodology, or language acquisition while overlooking the core—teaching itself. Emphasis on these areas, although it may create a pedagogical foundation for the teacher‐in‐preparation, skirts the central issue of learning to teach. This article refocuses language teacher education on teaching itself by proposing two schemata: (a) a descriptive model that defines teaching as a decision‐making process based on the categories of know‐ledge, skills, attitude, and awareness and (b) a related framework of two educating strategies—training and development—to t