36.1941, Calls: Language teacher educators (Edited book) - "Language teacher educators at a crossroads: Exploring the intersections of identities, emotions, and agency" (Jrnl)

Tue Jun 24 00:05:01 UTC 2025

LINGUIST List: Vol-36-1941. Tue Jun 24 2025. ISSN: 1069 - 4875.

Subject: 36.1941, Calls: Language teacher educators (Edited book) - "Language teacher educators at a crossroads: Exploring the intersections of identities, emotions, and agency" (Jrnl)

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Date: 20-Jun-2025
From: Juyoung Song [jsong2 at murraystate.edu]
Subject: Language teacher educators (Edited book) - "Language teacher educators at a crossroads: Exploring the intersections of identities, emotions, and agency" (Jrnl)

Call for Chapter Proposals
Language teacher educators at a crossroads: Exploring the
intersections of identities, emotions, and agency
Juyoung Song, Murray State University
Amber N. Warren, Vanderbilt University
Bedrettin Yazan, The University of Texas at San Antonio
Goals and Scope
This volume will present studies that explore language teacher
educators’ (LTEds) identity, emotion, and agency in their practices
with pre-service and in-service language teachers. Despite their
critical role in language teacher education, LTEds’ work has received
limited attention in applied linguistics and language education
research (Banegas et al., 2022; Barkhuizen, 2021; Wright, 2009; Yazan,
2019; Yazan et al., forthcoming; Yuan & Lee, 2022, forthcoming). While
recent scholarship has begun to examine how LTEds construct their
knowledge base and articulate their beliefs, values, and priorities in
teacher education practices (Peercy & Sharkey, 2018; Yuan & Yang,
2022), much more work is needed to understand the complex nature of
their roles and responsibilities and how they navigate that complexity
in their personal/professional lives (Edge, 2011). These
responsibilities often involve negotiating and enacting multiple
roles, such as teaching and supervising student teachers,
collaborating with schools, universities, and educational
stakeholders, developing teacher education curricula and programs, and
engaging in policy development.
This volume examines how these various responsibilities intersect with
LTEds’ identity negotiation, lived emotional experiences, and ongoing
efforts to maintain and enact agency. The chapters will foreground
institutional, discursive, and cultural dimensions of LTEds’ work by
analyzing how their identities unfold as they engage in varied tasks
and roles across multiple professional communities. LTEds often
confront conflicting ideologies involved in local and national
policies, institutional norms, and discourses around language teaching
and teacher education. At the same time, they pursue professional
growth across career stages and navigate evolving identities,
frequently crossing boundaries from language learners and teachers to
becoming LTEds. These boundary crossings give rise to identity
tensions—and, at times, identity crises—that are integral to their
professional journeys and merit deeper scholarly attention
(López-Gopar et al., 2022; Trent, 2013; Yazan, 2018, 2022; Yuan, 2017;
Yuan et al., 2022).
LTEds’ work also requires heightened emotional reflexivity in relation
to dominant discourses and ideologies surrounding language and social
identity (Song, 2021, 2022). While emerging scholarship has begun to
explore LTEds’ emotional experiences (e.g., Nazari & De Costa,
forthcoming) more research is needed to understand the emotional
challenges they face and how they express, manage, or strategically
mobilize emotions in their work. Although research in language
education increasingly recognizes teaching as an “emotional practice”
(Hargreaves, 1998), far less attention has been paid to how the work
of teacher education involves similarly complex emotional dynamics
that affect LTEds’ professional identities and teacher education
practices.
Agency is another significant dimension of LTEds’ work. In this
volume, agency is understood not as an individual trait, but as a
situated, relational, and affectively charged practice (Eteläpelto et
al., 2013). While research on teacher educators’ agency is emerging in
the broader field of teacher education (Hökkä et al., 2017), specific
scholarship on agency with respect to LTEds remains scarce. We are
particularly interested in how LTEds navigate institutional
constraints and sociocultural expectations, as their work is often
shaped and bounded by broader institutional, cultural, and material
contexts. Because agency is always enacted and mediated within such
conditions, both LTEds’ identities, negotiated and constructed through
their engagement with these contexts, and their lived emotional
experiences must be taken into account (Eteläpelto et al., 2013).
LTEds are called to exercise active agency in interpreting and
implementing teacher education practices and in negotiating their
professional identities. In doing so, they must respond to a range of
institutional and pedagogical challenges while also striving to
maintain their well-being—often in tension with institutional agendas.
>From this perspective, we view the work of LTEds as a dynamic
interplay of identity, emotion, and agency. This edited volume aims to
generate critical dialogue around these intersecting dimensions by
exploring the multifaceted roles LTEds play in preparing language
teachers and contributing to the professional knowledge base of the
field. Acknowledging the inevitable intersections between identity,
emotion, and agency in LTEds’ lives, we expect each chapter to
foreground one specific dimension while also demonstrating how it
intersects with the other dimension(s) in the context of LTEds’ work.
Timeline
Call for chapter proposals: June 15, 2025
Chapter proposals due to volume editors: August 1, 2025
Invitations to submit full manuscripts: August 15, 2025
Completed chapters submitted: February 1, 2026
Revised manuscript submitted: May 1, 2026
Full volume submitted to publisher: June 30, 2026
We ask interested or invited authors to submit their abstract via the
following link:
https://forms.gle/ZAaLP6sQiNRPXWba9
The submission should include the following:
A manuscript title (up to 12 words)
An abstract of up to 500 words (excluding references)
Short author bios (approximately 150 words per author)
We will review all abstracts and send notifications inviting authors
to submit their full chapter manuscripts to be considered for
inclusion in the volume.
References
Banegas, D. L., Edwards, E., & de Castro, L. S. V. (Eds.). (2022).
Professional development through teacher research: Stories from
language teacher educators. Multilingual Matters.
Barkhuizen, G. (2021). Language teacher educator identity. Cambridge
University Press.
Edge, J. (2011). The reflexive teacher educator in TESOL: Roots and
wings. Routledge.
Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013).
What is agency? Conceptualizing professional agency at work.
Educational Research Review, 10, 45-65.
https://doi.org/10.1016/j.edurev.2013.05.001
Hargreaves, A. (1998). The emotional practice of teaching. Teaching
and Teacher Education, 14(8) 835-854.
https://doi.org/10.1016/S0742-051X(98)00025-0
Hökkä, P., Vähäsantanen, K., & Mahlakaarto, S. (2017). Teacher
educators' collective professional agency and identity–Transforming
marginality to strength. Teaching and Teacher Education, 63, 36-46.
https://doi.org/10.1016/j.tate.2016.12.001
López-Gopar, M. E., Sughrua, W. M., & Huerta Cordova, V. (2022). The
journey of a critical-oriented ELT curriculum and the identities of
teacher educators: a collaborative and analytic autoethnography.
Teachers and Teaching, 1-14.
https://doi.org/10.1080/13540602.2022.2062733
Nazari, M., & De Costa, P. (forthcoming) (Eds.) Language teacher
educator emotions. Cambridge University Press.
Peercy, M. M., & Sharkey, J. (2022). Who gets to ask “Does race belong
in every course?”: Staying in the anguish as white teacher educators.
In Self-Studies in Urban Teacher Education (pp. 95-112). Springer,
Singapore.
Song, J. (2021). Emotional reflexivity in language teacher education:
Focusing on the role of emotion in teacher educator identity and
pedagogy. In R. Yuan  & I. Lee (Eds.) Becoming and being a TESOL
teacher educator: Research and practice. Routledge.
Song, J. (2022). The emotional landscape of online teaching: An
autoethnographic exploration of vulnerability and emotional
reflexivity. System, 106, 102774.
https://doi.org/10.1016/j.system.2022.102774
Trent, J. (2013). Becoming a teacher educator: The multiple
boundary-crossing experiences of beginning teacher educators. Journal
of Teacher Education, 64(3), 262-275.
https://doi.org/10.1177/0022487112471998
Yazan, B. (2018). TESL teacher educators’ professional
self-development, identity, and agency. TESL Canada Journal, 35(2),
140-155. https://doi.org/10.18806/tesl.v35i2.1294
Yazan, B. (2019). An autoethnography of a language teacher educator:
Wrestling with ideologies and identity positions. Teacher Education
Quarterly, 46(3), 34-56. https://www.jstor.org/stable/10.2307/26746049
Yazan, B. (2022). Language teacher educator identity. In J. Liontas
(Ed.), TESOL encyclopedia of English language teaching.
Wiley-Blackwell Publishing.
https://doi.org/10.1002/9781118784235.eelt1025
Yuan, R. (2017). ‘This game is not easy to play’: a narrative inquiry
into a novice EFL teacher educator’s research and publishing
experiences. Professional Development in Education, 43(3), 474–491.
https://doi.org/10.1080/19415257.2016.1182936
Yazan, B., Song, J., Yuan, E., & Lindahl, K. (Forthcoming). Language
teacher educator identity. TESOL Journal.
Yuan, R., & Lee, I. (Eds.) (2022). Becoming and being a TESOL teacher
educator: Research and practice. Routledge.
Yuan, R. & Lee, I. (Forthcoming). TESOL teacher educators in a time of
flux and transformation. TESOL Quarterly.
Yuan, R., Lee, I., De Costa, P. I., Yang, M., & Liu, S. (2022). TESOL
teacher educators in higher education: A review of studies from 2010
to 2020. Language Teaching, 55, 434–469.
https://doi.org/10.1017/S0261444822000209
Yuan, R., & Yang, M. (2022). Unpacking language teacher educators’
expertise: A complexity theory perspective. TESOL Quarterly, 56(2),
656-687. https://doi.org/10.1002/tesq.3088

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

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