This article responds to Evans' (2002) framework for a research agenda for teacher development. The term teacher learning is introduced as the process by which novice teachers move towards expertise, and a distinction is made between teacher knowing and teacher identity. Cognitivism currently dominates considerations of teacher learning, but there are a number of limitations to this theoretical position which render it inadequate for understanding the complexity of teacher learning. It is argued that socio-cultural theories are more helpful, providing insights into teacher learning which are used to respond to Evans' proposed agenda. Finally, the implications of a socio-cultural perspective for teacher learning are discussed and potential areas for future research identified.