Anja Swennen has retired from the Vrije Universiteit in Amsterdam, the Netherlands, where she was a teacher educator and researcher. She is currently co-editor of the European Journal of Teacher Education.Elizabeth White is Principal Lecturer at the Centre for Research in Professional and Work-Related Learning, University of Hertfordshire, UK.

• Preface 1. Introduction 2. Being a Reflective Teacher Educator: Professionalism or Pipe-dream? 3. Understanding the Reflective Process through Self-study: a Teacher Educator’s Journey towards Continuous Professional Development. 4. Developing as Teacher Educators: Lessons Learned from Student Voices during Practice and Research. 5. Teacher Educator Collaboration and a Pedagogy of Teacher Education: Practice Architectures, Professional Learning, Praxis and Production. 6. ‘Are We Doing the Right Thing?’ Challenges Teacher Educators Face When Taking the Risk of Opening Up Possibilities for Student Teachers 7. Old Learning, New Learning: Teacher Educators as Enquiring Professionals 8. A Professional Social Network as a Platform for Teacher Educators’ Professional Development 9. International Semi-collaborative Research Initiative: a Critical Reflection of the Research Process 10. Learning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutions 11. Teacher Educator as Researcher: Striving towards a greater visibility for Teacher Education 12. Brave Research as a Means to Transform Teacher Education 13. Epilogue: What We Have Learned and Next Steps in Developing the Profession of Teacher Educators

Anja Swennen has retired from the Vrije Universiteit in Amsterdam, the Netherlands, where she was a teacher educator and researcher. She is currently co-editor of the European Journal of Teacher Education.Elizabeth White is Principal Lecturer at the Centre for Research in Professional and Work-Related Learning, University of Hertfordshire, UK.

• Preface 1. Introduction 2. Being a Reflective Teacher Educator: Professionalism or Pipe-dream? 3. Understanding the Reflective Process through Self-study: a Teacher Educator’s Journey towards Continuous Professional Development. 4. Developing as Teacher Educators: Lessons Learned from Student Voices during Practice and Research. 5. Teacher Educator Collaboration and a Pedagogy of Teacher Education: Practice Architectures, Professional Learning, Praxis and Production. 6. ‘Are We Doing the Right Thing?’ Challenges Teacher Educators Face When Taking the Risk of Opening Up Possibilities for Student Teachers 7. Old Learning, New Learning: Teacher Educators as Enquiring Professionals 8. A Professional Social Network as a Platform for Teacher Educators’ Professional Development 9. International Semi-collaborative Research Initiative: a Critical Reflection of the Research Process 10. Learning from Stories about the Practice of Teacher Educators in Partnerships between Schools and Higher Education Institutions 11. Teacher Educator as Researcher: Striving towards a greater visibility for Teacher Education 12. Brave Research as a Means to Transform Teacher Education 13. Epilogue: What We Have Learned and Next Steps in Developing the Profession of Teacher Educators