摘要：This study outlines the professional development of teacher educators. More specially, teachereducators’ descriptions and definitions of professional development and their participating professionaldevelopment activities are examined. Further, to what extent teacher educators develop themselves in theprofessional sense, and supports and obstacles are explored. Within a case design, fourteen teacher educatorswere interviewed. Data were triangulated with annual performance reports. Findings point to high enthusiasm ofparticipants in developing their knowledge, skills and attitudes in their profession despite some obstacles.However, their descriptions of professional development are not clear and confused with in-service training. Thefindings also highlight the discussion about who should support teacher educators’ professional development.
