This study focuses on the specific expertise that science teacher educators (TEs) bring into teacher education.
The authors were interested to gain insight into teacher educators' aims for teaching about science teaching, and how their expertise has developed on the basis of their professional background and experiences.
Individual interviews and story lines were conducted with 12 experienced science TEs from four different teacher education institutions in Australia and the Netherlands.
The findings reveal similarities among the concerns of these TEs and yet considerable diversity among their approaches.
The study aims to contribute to a better understanding of science TEs’ work and the development of a pedagogy of science teacher education.