ABSTRACT
By studying their professional lives, both as individuals and as a collective, I have sought to identify some of the possible ways that the professional lives of teacher educators in many countries are being experienced and (re) constructed, and to take at least two steps towards theorising a ‘professional identity’ for teacher education. The first of these steps is to establish, in a more grounded way than is current in the educational literature, a discursive method and framework for eliciting and describing a professional identity. The second is to better crystallise and codify the essential elements or characteristics of the professional identity of the particular occupational group that we call teacher educators.
