Reflective practice is central to teacher educators’ identity work, shaping how they understand professional responsibilities, disciplinary commitments and pedagogical values. In artificial intelligence (AI)-mediated education, however, reflective engagement has largely remained discursive, often overlooking how identities are sensed, negotiated and reconfigured through embodied experience. This study examines body mapping as an art-based, embodied mode of reflective inquiry through which teacher educators explore identity amidst AI-driven institutional and pedagogical pressures. Using an art-based duoethnographic approach, an art teacher educator and a language teacher educator engaged in body mapping to examine reflection on, in and for action in AI-mediated teaching practices. The analysis shows how art-making foregrounds bodily sensation, affective tension and disciplinary commitments as analytic resources for reflective identity work. Body mapping functions as an embodied, reflexive practice that enables teacher educators to think with bodies, materials and affect, reimagining professional identities and pedagogical responsibilities in AI-infused contexts.

This longitudinal case study examines how an English-Tagalog bilingual immigrant teacher candidate with a disability engaged with language portraits in a teacher education context to explore and represent her communicative repertoires over time. Drawing on intersectionality and semiotic views of language ideologies, the analysis traces how the participant adopted, resisted, and ultimately revised normative assumptions embedded in a conventional language portrait format. These findings illustrate how the use of language portraits, in this teacher education setting, can surface and unsettle normative assumptions (e.g., ableist, racialized, gendered) embedded in their implementation. This case study considers language portraits as intersectionally mediated and embodied tools for examining communicative repertoires, and calls for more sustained intersectional engagement in language portrait-based repertoire research, particularly in teacher education contexts, where teacher candidates learn to make sense of their communicative repertoires through self-reflection, and use their communicative repertoires to pedagogically engage with students.

Although translanguaging has been widely theorised as a resource for meaning-making and pedagogical transformation, relatively little attention has been paid to how its engagements are shaped by, and shape, the intersectional dynamics of Asianization in the lives of language teacher candidates. This study examines how translanguaging is lived, inscribed, and (re)configured along intersectional lines in the case of Grace, a 1.5-generation im/migrant Asian American woman teacher candidate during language teacher preparation. Drawing on multimodal (counter-)narratives, the analysis traces her shift from stratified, conflicted translanguaging engagements toward more integrated and agentive orientations. Her multimodal inscriptions and counter-stories reveal how Asianization can discipline translanguaging practices through assimilationist demands for standardised English alongside familial and cultural imperatives to maintain linguistic and cultural heritage, while also illustrating how she reasserts translanguaging as a resource for wholeness and pedagogical reorientation. Methodologically, this study demonstrates how multimodal (counter-)narratives can surface embodied inscriptions, silences, and resistances as acts of translanguaged negotiation. The findings underscore the need for language teacher education to critically examine and address structural conditions that regulate whose translanguaging practices are legitimised, backgrounded, or silenced along intersectional lines.

This qualitative study explores how Pre-K teachers perceive, integrate, and describe the effects of language modeling on children's learning and development. Through semi-structured interviews and focus group discussions with 11 Pre-K teachers in Southeast Virginia, this research examined teacher-child relationships and interactions that contribute to language development. Data were collected during the spring and summer 2024 from teachers who had received professional development in the Classroom Assessment Scoring System (CLASS) framework. Thematic analysis revealed seven major themes: defining language modeling, integration into daily practices, impact on language development, challenges and adaptations, ensuring active engagement, collaboration and professional development, and teacher-child relationships. Findings indicate that teachers view language modeling as a deliberate pedagogical practice deeply embedded in daily classroom routines and interpersonal interactions. Teachers described positive impacts on children's vocabulary, sentence complexity, and communication confidence as perceived outcomes of their language modeling practices, while identifying challenges related to diverse learner needs and the importance of ongoing professional development.

Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals' emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea. This three-year longitudinal study explores how one Black American woman, Kayla, navigated the emotionality of belonging as she taught English in Korea. By drawing on the notions of emotional stickiness and scales, our analysis shows how emotional stickiness created key reference points for the scaling processes by which Kayla constructed a sense of belonging. By highlighting Kayla's everyday feelings of belonging vis-a`-vis her scaling processes, this study deepens our understanding of migrant Black ELT professionals' emotional lives and provides implications for ELT stakeholders at the pedagogical, programmatic, and institutional levels.

This study examines how preservice teachers in the context of social justice teacher education grappled with critically reflective practice and demonstrates how metaphors can operate as a powerful means for critical reflection. To these ends, this study conceptualizes critical reflection as practice, that is, as entangled, critically conscious ways of knowing, doing, and becoming. This study also adopts a critical approach to metaphor analysis as a pedagogical and analytic method to promote preservice teachers' critical reflection. The findings reveal three overarching themes: (a) metaphorical knowing and becoming-with critical reflection; (b) metaphorical doing the knowing of critical reflection; and (c) journey metaphors of knowing, doing, and becoming-with critical reflection. These findings call for increased attention to how preservice teachers' metaphorical instantiations of critical reflection are entrenched in their social, cultural, and political contexts while being entangled with mutually implicated ways of knowing, doing, and becoming. In so doing, this study provides practical implications for scaffolding preservice teachers' ongoing and, at times, contested process of critical reflection during their teacher education.

Informed by a temporal perspective on migration and Asian critical race theory, this study examines how two first-generation Asian women migrant teachers in the Southwestern U.S. urban school settings-one a Filipina woman, the other a Korean woman-understand and practice social justice in their professional work with minoritized students of Color. The findings show that multiple temporalities and associated power relations influenced the lives and experiences of these Asian women migrant teachers; these lived experiences, in turn, informed and guided their social justice stance and practice across teaching contexts and over time. This study advances a theorization of Asian migrant teachers' professional practices towards justice-oriented goals, and calls for institutional attention to provide systemic support and build intra- and inter-racial coalitions for Asian migrant teachers to situate and disrupt structural racism and injustice.

This study explores how Ailyn, a dis/abled language teacher candidate at the intersection of immigrant and bilingual backgrounds, affectively encountered and made sense of her everyday affective experiences of belonging across social, home, schooling, and professional spaces. To this end, this study conceptualizes Ailyn's sense of belonging as emotionally sticky, in order to describe how emotions circulate, attach to, and leave residue on people's bodies to orient their sense of 'belonging' in specific moments and in particular spaces. The findings highlight how Ailyn's everyday emotional life was both a site of estrangement and non-belonging, as well as a catalyst for professional and social change, through a process of unsettling those feelings of estrangement and non-belonging. These findings call on us to locate and subvert common tropes surrounding dis/abled bodies at the intersection within language (teacher) education and beyond. In doing so, this study provides pedagogical and policy implications for challenging dominant discourses about dis/abled languaging bodies as having and being a problem while also empowering the affective capacities of these bodies to learn, teach, become, and belong.

Emotion labor is so rooted in power structures of English learning and teaching that it pervades the everyday lives of language teachers and shapes their language teacher identities (LTIs). However, few studies have documented the emotion labor of Black women educators as they teach English abroad. Adopting an intersectional approach to emotion labor, this study addresses this gap by examining how one Black American woman educator, Kayla, engages in emotion labor to make sense of her LTIs over three years, teaching English in Korea. The analyses of the interview data show that Kayla's emotion labor regarding her intersectional positions (e.g., race, language, gender, nationality, age) encouraged her to reflect upon her overseas teaching experiences and search for avenues to navigate emotional job demands in the classroom and beyond, over time. Based on these findings, we conclude with implications for TESOL teacher education research and practice that considers using intersectionality to help all language teachers, and particularly those with intersectionally marginalized identities, to trace and understand the structures and history that bear upon their emotional and professional lives.

I examine how three elementary-level preservice teachers of Color cultivated their asset-, equity-, and justice-oriented pedagogical learning and identities through multilayered community-engaged tasks. Systemic and structured support from multiple stakeholders played a critical role in helping the preservice teachers of Color to promote and sustain their asset-, equity-, and justice-oriented pedagogical learning and identities. This study demonstrates that giving students tasks with multiple modalities (e.g., individual and collaborative work, face-to-face meetings, online reflections) can cultivate their pedagogical learning and identity construction. This work has implications for creating asset-, equity-, and justice-oriented pedagogical spaces in both the classroom and the field.

This study uses affective perspectives on bodies to explore how elementary teacher candidates (TCs) learn about, practice, and embody care toward justice-oriented goals through their engagement in body-mapping activities. Data sources included the TCs' body maps and their associated narratives in the context of COVID-19 in online asynchronous courses in the Southeastern U.S. The findings highlight how the TCs' embodied knowledge informed their understanding and practice of care within and across relational, material, and socio-political contexts. The findings also highlight how body maps helped carve out reflexive, embodied, individual, and collaborative spaces for the TCs. The body maps helped the TCs to make sense of how teachers' caring work is nested within material and discursive power structures and how such work affects, and is affected, by their bodies. These findings underscore the importance of preparing TCs to understand, negotiate, and resist ever-so-normative affect and bodies involved in care within the classroom and beyond.

Scholarship on translanguaging has increasingly called for preparing content-area teacher candidates to understand and practice translanguaging during teacher education. However, few studies have taken up a decolonial perspective on translanguaging to examine how content-area bilingual teacher candidates of color (BTCCs) use their embodied memories vis-& agrave;-vis translanguaging as pedagogic resources for re-centering the humanity, livelihood, and dignity of translanguaging bodies of their own and their bi-/multilingual students in content-area classrooms. By combining the decolonial view of translanguaging with memory work, the purpose of this study is to unsettle and shift the disembodied discourse in research on pedagogical translanguaging in teacher education. By drawing on year-long data gathered from written and visual reflections and oral interviews, this study examines how two content-area BTCCs (i.e. Latinx and Asian American women) learned to become and act as translanguaging pedagogues through excavating, making sense of, and reconfiguring their memories of translanguaging during their teacher education. Guided by decolonial lenses of translanguaging and embodied memories, this study provides insights into how BTCCs' pedagogical translanguaging can be embodied and transformed through their memory work in content-area classrooms.

This study examines how primary-level preservice teachers (PSTs) in an online asynchronous course (co-)constructed and (re)negotiated their professional identities through the use of metaphors in online asynchronous courses in the U.S. By using metaphors and narrating their lived experiences in relation to their chosen metaphors, participants expressed their desired and feared identities. Their metaphorical expression of identities reflects the complex interplay between participants' construction of their possible selves within the temporal, social, and spatial context of the COVID-19 pandemic. Individual and collaborative metaphor-based reflections provided a reflective space for PSTs to explore professional becoming and future possibilities at the interface between their sense of agency and their situated temporal, spatial, and social context, even within asynchronous online teacher education courses during the COVID-19 pandemic.