Despite the growing body of research into writing for the professional development of teachers, studies exploring writing for the learning of teacher educators are scarce. This paper offers insight into the rich professional learning which can be experienced by teacher educators when they write and facilitate writing in dialogic learning programmes for teachers. It draws on a critical and reflexive narrative inquiry which explores the learning of primary school teachers and their teacher educator in an in-service programme on writing pedagogy in Israel. This study endorses the establishment of teacher writing groups and encourages teacher educators to set aside time to engage in personal or professional writing.