ABSTRACT
Over the past 40 years, the ways in which educational research has conceptualized teacher learning (which has in turn informed the activities of teacher education) have shifted dramatically. This shift did not occur in isolation but was influenced by epistemological shifts in how various intellectual traditions had come to conceptualize human learning; more specifically, historically documented shifts from behaviorist, to cognitive, to situated, social, and distributed views of human cognition (Cobb & Bowers, 1999; Greeno, Collins, & Resnick, 1996; Parker & Winne, 1995; Putman & Borko, 2000; for reviews of parallel shifts in conceptualizations of language and second language acquisition see Firth & Wagner, 1997; Lantolf, 1996; MLJ Focus Issue, 2007).
