How can sociocultural theory inform and transform the professional development of second language teachers? Karen E. Johnson, a prominent scholar in applied linguistics, examines the epistemological foundations of sociocultural perspectives on learning. She argues that teacher education must move beyond technical training to embrace a social, mediated view of how teachers construct knowledge and professional identity within their specific contexts.

Experts in the field of applied linguistics recognize this work as a foundational text for understanding the shift toward sociocultural paradigms in teacher education. Readers frequently note the academic density of the prose, which serves as a rigorous resource for graduate students and researchers in language pedagogy.