An English language teacher educator's feedback literacy journey: Who educates the teacher educator in Indonesia?

Dialogic feedback practices are widely recognised as crucial in initial teacher education, yet the knowledge required to implement them — what the authors term ‘teacher educator feedback literacy’ — remains underconceptualised. Collaborative dimensions of this feedback literacy and the influence of context on its development are particularly understudied, a gap especially significant for South-East Asia, where dialogic feedback discourse is only recently emerging. This qualitative case study employs narrative-based inquiry and reflexive thematic analysis, and draws on transcript data from three extended interviews with ‘Khadijah’, an experienced Indonesian English language teacher educator. The study design featured six dialogic professional learning workshops exploring theoretical and practical approaches to feedback, in which Khadijah was a participant. The authors present contextualised narrative findings of her developmental journey, and propose seven generic elements of teacher educator feedback literacy — elements with potential applicability across diverse educational contexts. The study demonstrates how each element manifested within Khadijah's situated learning experience, underscoring the value of dialogic professional learning and community-supported reflection in developing her feedback literacy. While grounded in the Indonesian context, the findings carry broader implications for teacher educators' professional learning about feedback internationally, offering a transferable framework for understanding and cultivating this underexplored dimension of educator expertise.