Teachers as Learners of Teaching Understanding Teacher Learning from a Sociocultural

At its core, L2 teacher education is primarily concerned with teachers as learners of teaching. As we saw in Chapter 2, for much of our history the disciplinary knowledge we have drawn on to inform both the content (what L2 teachers need to know) and processes (how this is best learned) of L2 teacher education has centered on the learning of second languages, rather than on teachers as learners of teaching (Freeman & Johnson, 1998). However, when we turn our attention to how teachers come to know what they know, how certain concepts in teachers’ consciousness develop over time, and how their learning processes transform them and the activities of L2 teaching, we put ourselves in a much better position to support teacher learning and development in the broader enterprise of L2 teacher education.