ABSTRACT
The publication of the texts indicated that teacher education was finally being recognised as a discipline, however, an articulation of what it means to be a teacher educator was absent. It is difficult to provide accurate demographics regarding teacher educators. Some universities require new faculty to have been classroom teachers, while others are less inclined to make a requirement. Hence, it is difficult to provide a portrait of a typical Canadian teacher educator. Ten of the 12 identified becoming a teacher educator as their long-term goal. In addition, members visited teacher education classes and interviewed teacher educators. Preparation to be a teacher educator has taken on an urgency because most newly hired instructors simply be thrust into the work of teacher education with limited induction support. The continued research on teacher educators is deepening our understanding of many of the issues such as identity, practices and induction.
