Teacher Voices Matter More Than We Think (Module 4)

Module 4 highlighted the value of teacher perceptions in shaping student-centered instruction. The qualitative data pointed to consistent concerns: unclear routines, cognitive overload, uneven modeling, misaligned technology use, and insufficient scaffolding time. These insights revealed a core truth emphasized by Hammond (2015): student-centered learning requires meticulous teacher-centered design. Strong pedagogical structures enable student agency.