Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher educator-researcher. This article assumes that teacher educators' professional development can be conceptualised as the development of a "researcherly disposition". A researcherly disposition is defined as the tendency to engage in research, and involves an inclination towards research (affective aspect), an ability to engage in research (cognitive aspect) and a sensitivity for research opportunities (behavioural aspect). Twenty in-depth interviews with teacher educators were conducted and analysed in order to empirically explore the concept and assess differences in teacher educators' researcherly disposition. The findings indicate a typology with three types of teacher educators: "the enquiring teacher educator" (Type 1), "the well-read teacher educator" (Type 2) and "the teacher educator-researcher" (Type 3). Based on the proposed definition of a teacher educator's researcherly disposition, each type's disposition towards research is presented. Finally, implications for further research and for future programmes that focus on teacher educators' professional development are discussed.