Why I Can't Pretend TEACHER LEARNING Doesn't Matter Anymore: Teachers deserve the same engagement we strive to give our students, yet our systems rarely offer it.
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| Title: | Why I Can't Pretend TEACHER LEARNING Doesn't Matter Anymore: Teachers deserve the same engagement we strive to give our students, yet our systems rarely offer it. |
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| Authors: | BURNS, RYAN1 |
| Source: | Educational Leadership. May2026, Vol. 83 Issue 8, p32-35. 4p. |
| Subject Terms: | *Professional employee training, *Reflective learning, *Self-efficacy in teachers, *Student-centered learning, *Teacher education |
| Abstract: | The article focuses on the disconnect between traditional, compliance-driven professional development and more engaging, teacher-centered professional learning that respects educators' time, expertise, and agency. Topics include the importance of trusting and empowering teachers as learners and the need for job-embedded, choice-driven, and reflective professional learning experiences that mirror effective student instruction. |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193675260 AccessLevel: 6 PubType: Periodical PubTypeId: serialPeriodical PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Why I Can't Pretend TEACHER LEARNING Doesn't Matter Anymore: Teachers deserve the same engagement we strive to give our students, yet our systems rarely offer it. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22BURNS%2C+RYAN%22">BURNS, RYAN</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. May2026, Vol. 83 Issue 8, p32-35. 4p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+teachers%22">Self-efficacy in teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The article focuses on the disconnect between traditional, compliance-driven professional development and more engaging, teacher-centered professional learning that respects educators' time, expertise, and agency. Topics include the importance of trusting and empowering teachers as learners and the need for job-embedded, choice-driven, and reflective professional learning experiences that mirror effective student instruction. |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193675260 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 32 Subjects: – SubjectFull: Professional employee training Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Self-efficacy in teachers Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Teacher education Type: general Titles: – TitleFull: Why I Can't Pretend TEACHER LEARNING Doesn't Matter Anymore: Teachers deserve the same engagement we strive to give our students, yet our systems rarely offer it. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: BURNS, RYAN IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00131784 Numbering: – Type: volume Value: 83 – Type: issue Value: 8 Titles: – TitleFull: Educational Leadership Type: main |
| ResultId | 1 |
