Dispelling the “Superhero” Myth: <scp>TESOL</scp> Teacher Educators' Journey Toward “Junzi (君子)” in a Time of Flux and Transformation

Abstract Given the global prevalence of English as well as the accelerating momentum of technological development and globalization, language teacher educators need to navigate increasingly diverse student populations and multifaceted demands arising from shifting institutional and socio‐political contexts. This special issue (SI) presents nine research articles that illuminate the complexities of TESOL teacher educators' professional engagement and continuous learning amidst institutional, social, cultural, and political transformation. Utilizing diverse research approaches (e.g., Q Methodology, qualitative case study, and collaborative self‐study) across varied geographical settings, these studies advance new understandings of TESOL teacher educators' motivations, expertise, identities, and beyond. Drawing on both conceptual and empirical insights of these studies and inspired by Confucian conception of Junzi(君子), this editorial critiques the dominant “superhero” discourse and proposes a heuristic framework of Junzi‐oriented TESOL teacher educators, grounded in three essential dimensions: reciprocal benevolence, reflective expertise, and ethical courage. New research directions are put forward to inspire meaningful, practice‐driven studies and expand the frontiers of language teacher education scholarship.