Background/Context: This paper is part of the special issue "Reimagining Research and Practice at the Crossroads of Philosophy, Teaching, and Teacher Education." In it we respond to the question of what role there might be for philosophy of education in an era marked by the demand that students graduating from teacher education programs be immediately effective, with "effectiveness" often narrowly, if not wholly, defined by the results of student standardized test scores. Research Design: We address the question by offering an appreciative exploration of core practices approaches to teacher education. We argue (a) that philosophers of education have much to learn by engaging these approaches, and that (b) practitioners and advocates of core practices can deepen their work through a critical appreciation of philosophy of education. Conclusions/Recommendations: Though philosophy appears marginalized by core practices approaches to teaching and teacher education, we suggest that as core practices gain traction, philosophers of education will find new opportunities to engage with teaching and teacher education. Though much mitigates against this type of work, most notably the pressures related to effectiveness and institutional habits that still often separate methods and foundations courses, we argue that such work is indispensable in rendering teaching, and teacher education, both effective and responsible.