Productive tensions in language teacher education: How educator self-study can inform the research-practice nexus

In language teacher education, balancing theoretical ideals with classroom realities presents inherent tensions. Achieving the goal of teaching-informed research and research-informed teaching is particularly challenging in the context of teaching diverse languages other than English, where the required socio-cultural knowledge is both extensive and under-researched. Framed by the sustainable ecology of multilingual language education and recognising the complex multilingual identities of pre-service and in-service teachers, this study explores the role and agency of language teacher educators (LTEs) across macro, meso, and micro levels of influence. Using a Self-Study of Teacher Education Practices (S-STEP) methodology, the study examines how LTEs reflect on and adapt their practices in response to systemic, institutional, and classroom-level challenges. Data were collected through reflective journals, team meetings, and engagement with PSTs during a language methodology course. Analysis focused on identifying tensions in practice and how these were reframed to support pedagogical decision-making through the integration of theoretical knowledge (episteme) and practical wisdom (phronesis). Findings highlight persistent challenges in bridging theory and practice, supporting PST agency, and preparing teachers for diverse, under-supported school contexts. Key themes include the importance of reflective practice, the influence of contextual constraints, and the need to connect theory with lived experience. By situating these findings within ecological and multilingual frameworks, the study contributes to a deeper understanding of language teacher education and offers practical insights for designing responsive initial teacher education (ITE) programs. It also underscores the importance of LTE reflexivity in strengthening the research-practice nexus.