Editorial: Envisioning practitioner inquiry in language teacher education research: Practice in the spotlight

Abstract

This editorial introduces the Practitioner Inquiry section of Language Teacher Education Research (LTER), positioning it as a space where research, practice, and professional development intersect in the field of language teacher education. We briefly trace the historical roots of practitioner inquiry and highlight its role in challenging the theory– practice divide through reflective, classroom-embedded research. The editorial outlines key thematic priorities for future submissions, including, inter alia, teacher professional development and research literacy, classroom practices and assessment, teacher identity and emotions, digital and AI-mediated pedagogies, equity and social justice, and policy. We also emphasize the importance of teacher voice, school– community partnerships, and collaborative, locally grounded knowledge-building. We conclude with an invitation to practitioners, teacher educators, and educational leaders to contribute inquiries that foreground context-sensitive practice while speaking to global conversations in language teacher education.