Kari Smith is a Professor (PhD) of Education in the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. Her main research interests are teacher education, professional development, mentoring novice teachers and assessment for and of learning. She has acted as the Head of Teacher Education programmes abroad as well as at the University of Bergen, Norway. She was also project leader of the International Forum for Teacher Educator Development (InFo- TED) from 2013 to 2019. Currently, she is Head of the Norwegian National Research School in Teacher Education (NAFOL).Maria Assunção Flores is an Associate Professor (PhD) of Education at the University of Minho, Portugal. She has published extensively in international and national journals, books and book chapters. Her research interests include teacher education and professional development, teacher evaluation, curriculum, assessment, teacher identity and higher education. She was Chair of the International Study Association on Teachers and Teaching (ISATT) from 2013 to 2019. She is currently President of the Board of Estreiadiálogos (The International Collaborative Action Research Network for Portuguese-speaking countries).

• Introduction: Teacher educators as teachers and as researchers1. The Janus faced teacher educator2. Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators3. Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition4. Articulating, reclaiming and celebrating the professionalism of teacher educators in England5. Challenges for Irish teacher educators in being active users and producers of research6. Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership7. Redesign in teacher education: the roles of teacher educators

Kari Smith is a Professor (PhD) of Education in the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. Her main research interests are teacher education, professional development, mentoring novice teachers and assessment for and of learning. She has acted as the Head of Teacher Education programmes abroad as well as at the University of Bergen, Norway. She was also project leader of the International Forum for Teacher Educator Development (InFo- TED) from 2013 to 2019. Currently, she is Head of the Norwegian National Research School in Teacher Education (NAFOL).Maria Assunção Flores is an Associate Professor (PhD) of Education at the University of Minho, Portugal. She has published extensively in international and national journals, books and book chapters. Her research interests include teacher education and professional development, teacher evaluation, curriculum, assessment, teacher identity and higher education. She was Chair of the International Study Association on Teachers and Teaching (ISATT) from 2013 to 2019. She is currently President of the Board of Estreiadiálogos (The International Collaborative Action Research Network for Portuguese-speaking countries).

• Introduction: Teacher educators as teachers and as researchers1. The Janus faced teacher educator2. Once were teachers? Australian teacher education policy and shifting boundaries for teacher educators3. Capturing the relations between teacher educators’ opportunities for professional growth, work pressure, work related basic needs satisfaction, and teacher educators’ researcherly disposition4. Articulating, reclaiming and celebrating the professionalism of teacher educators in England5. Challenges for Irish teacher educators in being active users and producers of research6. Israeli teacher educators’ perceptions of their professional development paths in teaching, research and institutional leadership7. Redesign in teacher education: the roles of teacher educators