Despite the wide recognition of language teacher educators’ contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and contextual factors. This article provides a systematic and critical review of 69 empirical studies on university-based TESOL teacher educators from 2010 and 2020. A methodological review was also conducted to analyze the different research approaches employed by previous researchers. A synthesis of the identified research led to four major themes, namely: (1) a general professional state (including responsibilities, challenges and quality), (2) professional engagement (including teaching, practicum supervision, and research and publishing), (3) cognition (including beliefs, knowledge, and expertise), as well as (4) continuous learning and identity development. Through a critical discussion of the themes, the review argues against the implicit yet powerful discourse that characterizes language teacher educators as ‘supermen/superwomen’ and emphasizes the need to humanize them as whole people by recognizing their unique strengths and struggles as well as diverse learning needs. The review also proposes a new research agenda to stimulate and deepen future investigations on language teacher educators in TESOL.

尽管语言教师教育者在向其他语言的人教授英语（TESOL）领域的贡献得到广泛认可，但对语言教师教育者的研究在过去十年才加快步伐，揭示了他们的认知、实践和与各种个人、人际和环境因素相关的身份。本文对 2010 年和 2020 年对大学 TESOL 教师教育者的 69 项实证研究进行了系统和批判性的回顾。还进行了方法论回顾，以分析以前研究人员采用的不同研究方法。对已确定研究的综合得出四个主要主题，即：（1）一般专业状态（包括责任、挑战和质量），（2）专业参与（包括教学、实习监督、研究和出版），（3）认知（包括信念、知识和专长），以及（4）持续学习和身份发展。通过对主题的批判性讨论，该评论反对将语言教师教育者描述为“超人/女超人”的隐含而有力的话语，并强调需要将他们人性化为通过认识到他们独特的优势和斗争以及多样化的学习需求来实现整个人。该评论还提出了一项新的研究议程，以激发和深化对 TESOL 语言教师教育者的未来调查。