How teacher learning became recognized as a form of learning

The chapter uses the metaphor of “not seeing the forest for the trees” to lay out the conceptual evolution of teacher learning since the 1980s in three general stages: as behavior, as a cognitive-constructivist process, and as situated practice, which includes practice-based teacher education. Arguing that the concept has been defined by the prevailing view of learning and not in its own right, the chapter proposes the “imagined conditional” as a sociomaterially oriented definition to describe a relationship between teacher and student learning which encompasses individual and organizational teacher sensemaking.