This book offers insights into the lived experiences (eg, teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (eg, qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (eg, the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.