ABSTRACT
This chapter provides an investigation of the relevant literature sources, and discusses a delineation of the empirical data with the data. With the pedagogy of teacher educators, P. Boyd indicated that the subject discipline differences between teachers and teacher educators were for the latter group members who needed to be up to date with policy and practice and whose past pedagogic experiences should be acknowledged and valued. Interestingly, the literature sources and professional developmental requirements of experienced teacher educators have similarities to those for novice teacher educators. E. Yaffe and D. Maskit investigated the professional development process of teacher educators who were involved in the role of mentors. This action research approach offered the educators opportunities to rethink their practices and underlying perceptions along with their values. The chapter examines the professional developmental needs of novice and experienced teachers educators in the further education sector.
