Little is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.

This book provides rich and authentic accounts of the experience of language teacher educators from around the world as they reflect on various aspects of their professional growth through systematic inquiries, action research studies and other forms of research engagement. I highly recommend this book for both novice and experienced language teacher educators who wish to deepen and extend their own professional growth so that they too could continue to improve on their pedagogical practices. * Willy A. Renandya, National Institute of Education, Nanyang Technological University, Singapore *
I found this great volume reinforced my beliefs as a teacher educator: First, the need to see language teachers as more than language instructors. Second, seeing language as a means of contributing to better societies. And third, the importance of research in constructing our own personal epistemologies and those of pre-service teachers as language pedagogues. * Carlo Granados Beltrán, Institución Universitaria Colombo Americana, Colombia *
Amid all the talk of teachers doing research in our field, the value of teacher educators researching their own practice has tended to be neglected. This book is therefore ground-breaking in bringing together accounts of teacher educator research from various contexts and in theorizing from these reports in interesting new ways. * Richard Smith, University of Warwick, UK *

Darío Luis Banegas is a Lecturer in Language Education in the Moray House School of Education and Sport, University of Edinburgh, UK.

Emily Edwards is a Lecturer in Academic Language and Learning at the University of Technology, Sydney, Australia.

Luis S. Villacañas de Castro lectures and researches in the Faculty of Education at the University of Valencia, Valencia, Spain.