ABSTRACT
This chapter explores teacher educators’ professional identity through the lens of the work that they actually do. If our professional motivations and expectations are part of professional identity, so, too, are our perceptions of the scope of the job. Our view of what our job consists of, and what we would like it to consist of, helps us to frame our professional identity. At some point, then, every discussion of the professional identity of teacher educators must address the issue of what it is that teacher educators do. This chapter describes the various professional activities undertaken by the teacher educators who participated in the study, and from their ‘job descriptions’ draws some themes relating to how they have experienced ‘doing’ teacher education. What did they see as constituting their work or job? What tasks and functions did they carry out, and what aspects of these tasks and functions attracted the most time, energy, interest and priority? And how has all this contributed to their sense of professional identity?
