An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching

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Diego Fernando Macías
Wilson Hernández-Varona


The current review offers an analysis of the prevailing literature on teacher learning in language teaching from an international perspective. We initially revisit several contributions from a general education perspective. Then, we focus on three dominant approaches, identified through the literature, to understand teacher learning from a language teaching perspective. Finally, we provide implications for teacher educators to consider in the preparation of prospective language teachers. These include acknowledging future teachers’ prior cognitions and learning experiences, highlighting the benefits of collaborative work and communities of practice, and adapting and innovating within the social constraints of their teaching context.

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MacíasD. F., & Hernández-VaronaW. (2022). An Overview of Dominant Approaches for Teacher Learning in Second Language Teaching. HOW Journal, 29(1), 212-231.
Reflections and Revision of Themes
Author Biographies

Diego Fernando Macías, Universidad Surcolombiana

He is an associate professor of English in the College of Education at Universidad Surcolombiana in Neiva, Colombia. His research and professional interests span the areas of language teacher education and professional development, classroom management, and teaching English as an International Language.

Wilson Hernández-Varona, Concordia University, Montreal, Canada

He is a Ph.D. student in the department of Education, at Concordia University in Montreal, Quebec. His current research interests are constituting teacher subjectivities in conflict and post-conflict environments, oral history research, and teacher education and development.


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