What is teacher learning? A socio‐cultural perspective

Abstract

This article responds to Evans’ (2002) framework for a research agenda for teacher development. The term teacher learning is introduced as the process by which novice teachers move towards expertise, and a distinction is made between teacher knowing and teacher identity. Cognitivism currently dominates considerations of teacher learning, but there are a number of limitations to this theoretical position which render it inadequate for understanding the complexity of teacher learning. It is argued that socio‐cultural theories are more helpful, providing insights into teacher learning which are used to respond to Evans’ proposed agenda. Finally, the implications of a socio‐cultural perspective for teacher learning are discussed and potential areas for future research identified.