ABSTRACT
This chapter explores the aspects of teacher education, there is much people yet to learn about university-based teacher educator identity. For all its complexity, one entre into teacher educator identity is to systematically explore what might be illustrative cases. The very idea of a teacher educator identity is remarkably complex. As context for the question of teacher educator identity, the conceptual features of the programme in which the work are even more important than the structural. The author argues both that the institutional perspective offers only a beginning frame for understanding teacher educator identity and that digging deeper requires looking into the actual practice, especially the affinity and discursive dimensions, of teacher education. The regular seminars of social studies instructors in author current programme serve as an example. After all, the search for a teacher educator identity ultimately draws down to the relationships with, and obligations to, the future teachers encounter in the programmes.
