Abstract: The research of teacher learning in China is still at its initial stage. It should step into the stage of its conscious construction as a field from the stage characterized by everyday words. According to the relative research of teacher learning based on cognitive theory, social-cultural activity theory, complexity thinking and schooling reform, Chinese research in this field should be more complex in its methodology, more field-crossing in its researchers and pay more attention to the topics of “reform” and “collaboration”.

Key words: teacher learning, everyday words, research field