This book links theory, policy and practice in a critical examination of the relationship between the professional identity, knowledge, learning needs and research experience of teacher educators.  The book concludes by drawing these themes together as a means to support the induction and further professional development of teacher educators. Teacher educators have, until relatively recently, been invisible in the eyes of policy makers with little attention given to their induction and professional learning needs.  This book draws on a growing body of research on this diverse profession within a context where, in many countries, the school practicum plays an increasing role in the training and education of teachers.  The recent policy gaze of the European Commission has added further momentum to the attention being given to teacher education, its educators and the role they play in pupil achievement.  However for many beginning teacher educators little support is offered at the start of their new career trajectories in schools, colleges or universities.  This book examines some of the issues surrounding these career transitions and the implications they have for professional learning.  It serves as an invaluable yet accessible source of knowledge for all those interested in the professional learning needs and recognition of this heterogeneous occupation.

Series edited by: Ian Menter