Language teacher educator psychology: A research agenda

Abstract Despite the central role of language teacher educators (LTEs) in contributing to the development of language teachers in higher education and non-higher education contexts, there is a lack of theoretical and empirical work on their professional lives. One such area that remains largely unexplored concerns the psychology of LTEs. This paper argues for the need to embrace a research program that systematically investigates aspects of LTE psychology in the face of the unique demands, challenges, and pressures this professional group needs to navigate in their complex situated reality. We first position LTEs as key agents in the educational enterprise and go on to problematize the current state of scholarship on this under-researched population in universities, schools, and other practical settings. We then present an empirically grounded discussion to justify why a more explicit focus on LTE psychology is essential, followed by a brief review of what is already known in this respect. In what follows, we outline several key directions future empirical work might take to generate a more in-depth and holistic account of LTE psychology. Overall, this paper portrays LTE psychology as a promising but under-explored area which merits particular attention in its own right.