Letter from the Editor
Vu Tran-Thanh, School of Education, Durham University
Welcome to the latest edition of the Teacher Educator Interest Section (TEIS) Newsletter, where we continue our exploration of language teacher wellbeing—a topic that stands at the core of effective education, yet remains too often neglected in policy and practice.
In this issue, we focus on teachers’ lived experiences in contexts of adversity and transformation, from the realities of war in Ukraine to the everyday pressures of professional burnout. Our contributors highlight the power of resilience, the importance of authentic support, and the transformative potential of caring communities. Through their research and personal accounts, we are reminded that teacher wellbeing is not a luxury, but a necessity—one that depends on collective action, institutional commitment, and a deep understanding of individual needs.
As you read these articles, I encourage you to reflect on how we can all contribute to fostering environments where language teachers not only endure, but truly thrive.
We Choose to Care: Wellbeing in Language Teacher Education
Larissa Borges (Federal University of Pará, Brazil)
Borges shares the inspiring journey of the CARE research group in the Brazilian Amazon, which focuses on fostering wellbeing among language teachers and pre-service educators. Through collaborative reflection, mutual support, and initiatives such as the 'Dare to Care' minicourse, the group demonstrates how caring communities can transform individual and collective professional experiences, even amidst structural challenges.
Wellbeing Practices of University Language Teachers in the War-Torn Ukraine
Alona Kovalenko (National University of “Kyiv-Mohyla Academy”, Ukraine)
Kovalenko’s article offers a sobering yet hopeful account of how university language teachers in Ukraine support their mental health amidst the ongoing war. Drawing on survey data, the article highlights the importance of family, learning, and community, as well as the barriers to seeking professional psychological support. The resilience and creativity of teachers in crisis remind us of the profound human spirit that underpins educational practice, even in the darkest times.
Beyond Burnout: Finding Balance and Building Resilience in Teachers
Jessica Sousa (Brigham Young University, Provo, USA)
Sousa’s paper explores the central role of self-understanding and individuality in teacher resilience. Drawing on personal experience, Sousa argues that wellbeing strategies must be tailored to each teacher’s unique identity and needs. Authentic support, flexibility, and genuine appreciation are vital for overcoming burnout and fostering lasting teacher wellbeing.
The voices in this issue highlight the profound strength, creativity, and resilience of language teachers facing unique and often daunting circumstances. Their stories and research reinforce a crucial truth: true wellbeing emerges when teachers are seen, supported, and valued as individuals and as members of caring communities.
May this issue encourage you to reflect, connect, and take action—no matter your role in education. Together, we can build a future where language teacher wellbeing is not an afterthought, but a shared commitment and a lived reality.
Thank you for reading and for all you do to foster wellbeing in our profession.
Vu Tran-Thanh
Editor, TEIS Newsletter
School of Education, Durham University, UK
Vu is an ESRC PhD scholar at the School of Education, Durham University. His research focuses on various aspects of teacher education and professional development.