Source: European Journal of Teacher Education, Volume 37, Issue 1, 2014, pages 74-90
This article focuses on the professional and academic development of mid-career teacher educators from two universities in England.
The objectives of the study were to analyse and compare the career experiences of teacher educators.
Particularly, the study aimed to identify stages of development, landmark events and contextual factors affecting professional learning and academic identities.
In-depth biographical interviews were carried out with 12 teacher educators, together with living graphs of their career paths.
Clear landmarks were identified in both contexts, with development in teaching seen as largely positive, while research development was much more varied.
Teacher educators who were further on in their careers saw research development as transformative personally as well as academically.