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Reframing Professional Learning


by Bradley A. Ermeling & Genevieve Graff-Ermeling — November 08, 2016

Research and observations suggest that many collaborative teacher teams in the United States are constrained by existing images of practice. One promising way to counteract these persistent images is to provide educators with a compelling new image or metaphor that helps to “reset” or “reframe” the activity.


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Cite This Article as: Teachers College Record, Date Published: November 08, 2016
http://www.tcrecord.org ID Number: 21723, Date Accessed: 10/23/2017 12:23:22 AM

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About the Author
  • Bradley Ermeling
    UCLA and Stanford
    E-mail Author
    BRADLEY A. ERMELING, Independent Researcher and Consultant, Member of research team from UCLA and Stanford.
  • Genevieve Graff-Ermeling
    Concordia International School Shanghai
    E-mail Author
    GENEVIEVE GRAFF-ERMELING, Assistant Head of School – Teaching and Learning, Concordia International School Shanghai.
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