In short, we much struggle with the meaning of learning within our discipline and how best to cultivate and recognize it. For that task, we don't need routine experts who know all the right procedures but adaptive ones who can apply fundamental principles to all the situations and students they are likely to encounter, recognizing when invention is both possible and necessary and that there is no single 'best way' to teach.
To benefit from what the best teachers do, however, we must embrace a different model, one in which teaching occurs only when learning takes place. Most fundamentally, teaching in this conception is creating those conditions in which most--if not all--of our students will realize their potential to learn. That sounds like hard work, and it is a little scary because we don't have complete control over who we are, but it is highly rewarding and obtainable.
Simply put, the best teachers believe that learning involves both personal and intellectual development and that neither the ability to think nor the qualities of being a mature human are immutable. People can change, and those changes--not just the accumulation of information--represent true learning.