ABSTRACT
This chapter explores the methodological questions, dilemmas, and processes of Teaching English to Speakers of Other Languages (TESOL) teacher educators and scholars engaged in critical reflexive inquiry. It addresses the calls for greater focus on teacher educators overall and more critical self-reflexivity in second language teacher education (SLTE). The chapter proposes Self-Study in Teacher Education Practices (S-STEP) as a valuable methodological approach and research genre for TESOL Teacher Educators interested in investigating their own pedagogies. A sign of a shift toward greater focus on TESOL teacher educators is the vibrant and generative scholarship on language teacher identity that has grown substantially. Study in Teacher Education Practices is an established methodology within the general teacher education scholarship but one that is just starting to take hold in TESOL teacher education. TESOL teacher educators are scholars and practitioners who play crucial roles in teacher learning and advancing the scholarship but their development and perspectives are often overlooked or undervalued.
