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Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits they possess, what roles and responsibilities they assume, and what constitutes the domains of a knowledge base. Additionally, it explores how they perceive their identities as educators and engage in professional development. The participants were 84 English language teacher educators from across Türkiye. Data were collected via face-to-face semi-structured interviews and analysed thematically. At the end of this study, an integrated professional profile of English language teacher educators is provided, which includes insights into their professional identities. The profile has implications beyond Türkiye and might contribute to the broader understanding and enhancement of professional development for language teacher educators globally. As the study addresses a gap in the field, its outcomes are expected to contribute to the ongoing discussions and efforts to support teacher educators in their continuous learning and development.

Language teacher educator (LTE) identity development is an emerging field exploring how LTEs learn to teach and negotiate their identities and how their identity construction processes help teacher candidates learn. The complexity of the issue has prompted researchers to explore their professional journeys and experiences in various contexts from differing perspectives. Still, the field is constantly evolving as LTEs strive to understand the multifaceted nature of the profession and its implications for teacher education. Within this perspective, through a duoethnographic study, in this research the authors aim to explore how they construct, negotiate, and enact their critical LTE identities and agency as two Turkish-speaking, mid-career English language teacher educators situated currently in two different higher education institutions in Türkiye. The researchers collected lengthy personal narratives recounting their experiences and thematically analyzed them through iterative coding. Three major themes concerning their meso and micro contexts emerged: their trajectories in becoming LTEs, issues of belonging and marginalization, negotiating their LTE identities, and exercising agency. Their narratives indicate how they followed different trajectories to become teacher educators, were positioned as "others" in their institutional settings, legitimized their LTE identities in time, and became empowered to practice their aspired identities. Despite being marginalized in different contexts, their narratives show they have consistently created counter-hegemonic discursive and experiential spaces in their classrooms and institutional contexts as micro-level policy-makers enacting their critical LTE identities.

Changes and innovations to the English language teacher education program in Turkey has occurred quite often over the last two decades and studies in the ELT program focused predominantly on the effectiveness of the program, along with the implemented changes. Yet, evaluation studies on the specific components of the program remained scarce. Within this perspective, the aim of this study is to evaluate the testing and materials courses of an undergraduate English Language Teaching (ELT) program offered at a state university through the voices of pre-service teachers, teacher educators, mentor teachers, and graduates. Using the evaluation model for foreign language teacher education by Peacock (2009) and checklist of parameters by Weir and Roberts (1994) as the framework for analysis, questionnaires, interviews and document analysis for data collection, a case study is designed to uncover the theory/practice link among Materials and Testing courses, and the practicum component. Findings indicate lack of theory/practice link among the components, as well as suggestions on ways to strengthen the link related to testing and materials and their applications in the pre-service teaching practicum contexts.