World language teacher educators' new realities, responsibilities, and emotional labor: Agency amidst turmoil

Abstract Using a constructivist grounded theory design and a framework of teacher educator agency, this study examined how world language (WL) teacher educators from across the US perceive, navigate, and respond to their work in the current political, social, and educational climate. The analysis revealed that the scope of work for WL teacher educators has expanded beyond traditional expectations to include hidden responsibilities, such as program recruitment. Participants shared intense emotional reactions stemming from the need to support their preservice teachers' mental health. Although they navigated polarizing political contexts, they were committed to centering diversity, equity, and inclusion in their work. The discussion details how WL teacher educators exercise individual agency and resilience despite increasing institutional structures that threaten their programs, positions, and personal well‐being. The implications and recommendations emphasize building institutional and organizational structures to support teacher educators' well‐being and sustain the field of world language education.