教师认知是外语教师教育和发展研究的重要新兴领域,目前国内外虽然已有众多实证研究成果,但鲜有该领域的理论研究和探索,而任何学术领域的纵深发展都离不开高屋建瓴的理论指导。本文概述和阐释了二语习得领域里社会认知主义理论取向的发展背景和核心概念,提出并论证了采用社会认知主义理论取向作为外语教师认知研究的理论框架。社会认知的整体视角能够帮助我们深刻解释外语教师认知形成和发展的规律性和复杂性,为进一步理解、推动和发展外语教师认知研究奠定理论基础。 Teacher cognition is an important emerging field of foreign language teacher education and development research. Although there are many empirical researches at home and abroad, there are few theoretical researches and explorations in this field. However, the development of any academic field in depth is inseparable from the high-rise building Theoretical guidance. This paper summarizes and explains the development background and core concepts of the social cognitivism in the field of second language acquisition and proposes and demonstrates the theoretical framework of using social cognitivism as a cognitive study of foreign language teachers. The overall perspective of social cognition can help us profoundly explain the regularity and complexity of the formation and development of foreign language teachers ’cognition and lay a theoretical foundation for further understanding, promotion and development of foreign language teachers’ cognitive research.