ESOL teacher educators’ learning initiatives and perceived learning needs: still a pending task

Even though international research has offered a rich account of teacher educators’ professional learning, it overlooked the implications disciplines they teach for their learning engagement. Therefore, is timely to examine educators from different fields expertise offer more specific and subject-related understanding involvement. This study investigates initiatives that Chilean university-based ESOL engage in continue perceived needs. Data are drawn national web-based survey focus group. The results suggest individual formal opportunities highly valued, sometimes prescribed, by higher education institutions predominant. Their needs, however, relate mainly promoting collaborative peer-learning, advancing knowledge about diversity classroom technology literacy, enhancing skills practice language teaching. highlights importance identifying these needs as foundation design meet demands profession particularities each discipline. Recommendations enhance continuous towards view professionalism recognises ability manifest ideas agency effect change discussed.