This spring, during the COVID-19 crisis, we invited submissions for a special, guest-edited issue of our interest section newsletter, focused on the theme of “TESOL Teacher Educators: Responding to Distance Learning Needs of Teachers and English Learners.”

We were interested in exploring how TESOL teacher educators were addressing the challenges of a sudden, emergency move to online instruction and how this impacted their own teacher education practices as well as how they supported TESOL teacher candidates trying to provide ESL/EFL instruction online. We were overwhelmed with the geographic breadth, quantity, quality, and range of articles that were submitted and wish we could have had much more space to share them all!

It is no surprise that TESOLers came together in this incredibly challenging moment to support each other and build knowledge together. We hope these reflections reinforce our sense of connection as a community of practice and point to new ways we can work collaboratively as TESOL teacher educators while we support teacher learning and English language teaching worldwide.

Laura Baecher, Hunter College–CUNY, New York, New York, USA

Kristen Lindahl, University of Texas, San Antonio, USA

Angela B. Bell, Missouri State University, Springfield, Missouri, USA

Christina Nicole Giannikas, Cyprus University of Technology, Limassol, Cyprus