In recent research with classroom teachers on their personal pedagogical trajectories, Jeremy Glazer found teachers expressing concerns that their teaching practice was getting worse and they were not able to do the best teaching they knew how to do. The accounts of these teachers suggest that, when thinking about strategies for improving teachers’ practice, education leaders need to expand their focus beyond the knowledge, skills, and experience of teachers themselves and begin to look at the contexts in which teachers do their jobs. Specifically, teacher development initiatives need to include advocacy for sustainable workloads and teacher autonomy.
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