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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
https://www.tcrecord.org ID Number: 21723, Date Accessed: 10/15/2019 7:30:59 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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