Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing.
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| Title: | Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing. |
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| Authors: | Walsh, Marguerite E. (AUTHOR), Schunn, Christian D. (AUTHOR) |
| Source: | Educational Psychologist. Jan-Mar2026, Vol. 61 Issue 1, p1-18. 18p. |
| Subjects: | Frames (Social sciences), Cognitive learning, Student-centered learning, Situated learning theory, Teacher education, Teacher development |
| Abstract: | Teachers are increasingly called to enact student-centered instructional approaches that promote a socially and intellectually ambitious vision of classroom teaching. Such approaches require adaptive expertise to effectively elicit and respond to students' developing thinking amidst a constantly evolving and multifaceted classroom environment. However, the field's understanding of the cognitive learning mechanisms that support developing adaptive teaching expertise and how to cultivate them in professional learning contexts is still underdeveloped. In this article, we integrate key cognitive and situated learning perspectives, with a particular focus on characterizing in detail the kinds of learning interactions that support teachers' adaptive problem solving and knowledge transfer. Our primary contribution is to offer a revised theory of frames and framing for developing adaptive teaching expertise, situated in the context of expert-guided teacher reflection. Specifically, we describe key components of a teaching frame (teaching schema and teaching principle) and argue that two framing dimensions (strategic and expansive) are especially consequential for facilitating learning interactions that support developing adaptive teaching expertise. Our core argument is that frames and framing are central for understanding teacher learning and cognition, and that extending this literature into teacher learning research holds promise for advancing more robust teacher professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 191487595 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Walsh%2C+Marguerite+E%2E%22">Walsh, Marguerite E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schunn%2C+Christian+D%2E%22">Schunn, Christian D.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychologist%22">Educational Psychologist</searchLink>. Jan-Mar2026, Vol. 61 Issue 1, p1-18. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Frames+%28Social+sciences%29%22">Frames (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+learning%22">Cognitive learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br /><searchLink fieldCode="DE" term="%22Situated+learning+theory%22">Situated learning theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Teachers are increasingly called to enact student-centered instructional approaches that promote a socially and intellectually ambitious vision of classroom teaching. Such approaches require adaptive expertise to effectively elicit and respond to students' developing thinking amidst a constantly evolving and multifaceted classroom environment. However, the field's understanding of the cognitive learning mechanisms that support developing adaptive teaching expertise and how to cultivate them in professional learning contexts is still underdeveloped. In this article, we integrate key cognitive and situated learning perspectives, with a particular focus on characterizing in detail the kinds of learning interactions that support teachers' adaptive problem solving and knowledge transfer. Our primary contribution is to offer a revised theory of frames and framing for developing adaptive teaching expertise, situated in the context of expert-guided teacher reflection. Specifically, we describe key components of a teaching frame (teaching schema and teaching principle) and argue that two framing dimensions (strategic and expansive) are especially consequential for facilitating learning interactions that support developing adaptive teaching expertise. Our core argument is that frames and framing are central for understanding teacher learning and cognition, and that extending this literature into teacher learning research holds promise for advancing more robust teacher professional development. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychologist is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=191487595 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00461520.2025.2486107 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Frames (Social sciences) Type: general – SubjectFull: Cognitive learning Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Situated learning theory Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teacher development Type: general Titles: – TitleFull: Reconceptualizing framing theory for adaptive teaching expertise: the role of strategic and expansive framing. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Walsh, Marguerite E. – PersonEntity: Name: NameFull: Schunn, Christian D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00461520 Numbering: – Type: volume Value: 61 – Type: issue Value: 1 Titles: – TitleFull: Educational Psychologist Type: main |
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