Most of the time is spent on theory. Yet so much of the theory is unproven. For example, while it's true that everyone has different strengths, there is no evidence to support the specifics of the Theory of Multiple Intelligences, that people can only learn in certain modalities. (Gardner even admits he chose seven modalities because it was a convenient number, not because he had any proof to back to his claims!) Or take Maslow's Hierarchy of Needs. Yes, it's hard to self-actualize when you starve to death, but the Hierarchy doesn't explain kids who forget to eat lunch because they're lost in curiosity - something we see here quite often.
Education majors are shown plenty of research that recognizes the importance of intrinsic motivation that they will not be allowed to offer in their class. Instead, they're taught how to threaten detentions.
Much of the time in teacher colleges is spent congratulating each other on choosing to be a teacher. Very little time is spent practicing to teach. There’s a semester of student teaching, then they are sent to be teachers.
Yet teaching comes naturally when the student is willing. It doesn’t take all that theory and practice and self-congratulation, only honest sharing. Senseis, professors, dance instructors, corporate trainers, Sunday school teachers... none of them need teacher prep, yet they do just fine. Much like Sudbury staff.