The present study sought to examine the perceptions of teacher educators with respect to pedagogical innovation. The research included in-depth interviews with eighteen members of academic faculties at a teachers' education college. The findings revealed that teacher educators understand pedagogical innovation as having four central features: disrupting teaching regularities; listening to students' voices; promoting active learning based on personal responsibility; and, relevance in teaching-learning processes. Sustaining these features is the teacher educators' sense of commitment with respect to two facets: the first, to implement changes to teaching so as to adapt it to 21st century skills needed for the purpose of training and developing educators capable of working in a world of evolving realities; and, the second, to serve as a model of teaching for student teachers through direct and indirect modelling of these four features. A descriptive model relating the teacher educators' perceptions was constructed based on the research findings.