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: 2/27/2020 3:37:37 PM

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