Current literature suggests that while teacher educators perform a multitude of complex roles, they receive minimal preparation or possibilities for professional development to fulfil these roles. As a result, they need to acquire relevant knowledge and skills after taking on the position of teacher educators. Therefore, it is important to learn…

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an…

Within the context of globalisation, this article problematises some of the literature on teachers' professional identities in which a convergence and homogenisation of the profession is implied. It achieves this by focusing on the early experiences of 32 newly qualified teachers in Norway, Germany, and England. The article explores conceptions of…