View in EDS

The Invisible Influencers: Understanding the Motivation, Emotions, and Well-Being of Language Teacher Educators

Saved in:
Bibliographic Details
Title: The Invisible Influencers: Understanding the Motivation, Emotions, and Well-Being of Language Teacher Educators
Language: English
Authors: Sarah Mercer (ORCID 0000-0003-2558-8149), Carlos Murillo-Miranda (ORCID 0000-0001-6857-7226), Dávid Smid (ORCID 0000-0003-4484-8591)
Source: Journal for the Psychology of Language Learning. 2025 7(1):27-44.
Availability: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language), Well Being, Teacher Attitudes, Foreign Countries, Teacher Educators, Teacher Education Programs, Preservice Teachers, Psychological Needs, Teacher Characteristics, Elementary Secondary Education, Higher Education, Career Development, Faculty Workload, Research, Work Environment, Teaching Load
Geographic Terms: Austria, Germany
ISSN: 2642-7001
Abstract: Language teacher educators (LTEs) play a critical role in quality education and have a considerable potential impact on pre-service teachers as well as their future pupils. Yet, there is only limited work that seeks to understand their needs and psychologies as individuals. They remain virtually 'invisible' in research terms as a population. In our study, we set out to understand the motivation, emotions, and well-being of 12 English LTEs in Austria (n = 7) and Germany (n = 5) with two different trajectories and profiles, namely, school-based (n = 3) and university-based (n = 9) drawing on semi-structured interview data. Reflexive thematic analysis revealed four main themes emerging from the data: a heterogeneity in LTEs' motivation and related career trajectories, diverse sources of positivity and negativity, issues surrounding well-being, and different experiences of the tension between researching and teaching. The paper raises questions about how LTEs can be researched as such a diverse community and the benefits of ecological perspectives, and it asks vital questions about how systems and structures need to be designed to support LTEs in their work and professional development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1478785
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1478785
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1478785
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Invisible Influencers: Understanding the Motivation, Emotions, and Well-Being of Language Teacher Educators
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sarah+Mercer%22">Sarah Mercer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2558-8149">0000-0003-2558-8149</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carlos+Murillo-Miranda%22">Carlos Murillo-Miranda</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6857-7226">0000-0001-6857-7226</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dávid+Smid%22">Dávid Smid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4484-8591">0000-0003-4484-8591</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+for+the+Psychology+of+Language+Learning%22"><i>Journal for the Psychology of Language Learning</i></searchLink>. 2025 7(1):27-44.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Association for the Psychology of Language Learning. 1114 W Call Street, College of Education, Florida State University, Tallahassee, FL 32306. e-mail: jpll.editors@gmail.com; Web site: http://jpll.org/index.php/journal
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2642-7001
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Language teacher educators (LTEs) play a critical role in quality education and have a considerable potential impact on pre-service teachers as well as their future pupils. Yet, there is only limited work that seeks to understand their needs and psychologies as individuals. They remain virtually 'invisible' in research terms as a population. In our study, we set out to understand the motivation, emotions, and well-being of 12 English LTEs in Austria (n = 7) and Germany (n = 5) with two different trajectories and profiles, namely, school-based (n = 3) and university-based (n = 9) drawing on semi-structured interview data. Reflexive thematic analysis revealed four main themes emerging from the data: a heterogeneity in LTEs' motivation and related career trajectories, diverse sources of positivity and negativity, issues surrounding well-being, and different experiences of the tension between researching and teaching. The paper raises questions about how LTEs can be researched as such a diverse community and the benefits of ecological perspectives, and it asks vital questions about how systems and structures need to be designed to support LTEs in their work and professional development.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1478785
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1478785
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 27
    Subjects:
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teacher Educators
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Faculty Workload
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Work Environment
        Type: general
      – SubjectFull: Teaching Load
        Type: general
      – SubjectFull: Austria
        Type: general
      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: The Invisible Influencers: Understanding the Motivation, Emotions, and Well-Being of Language Teacher Educators
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sarah Mercer
      – PersonEntity:
          Name:
            NameFull: Carlos Murillo-Miranda
      – PersonEntity:
          Name:
            NameFull: Dávid Smid
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-electronic
              Value: 2642-7001
          Numbering:
            – Type: volume
              Value: 7
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal for the Psychology of Language Learning
              Type: main
ResultId 1