Towards a new language of scholarship in teacher educators’ professional learning?

This article draws on an analysis of relevant research and an illustrative case study of one teacher educator’s learning to debate how well‐framed practitioner research might give some ways forward in devising appropriate professional learning provision for teacher educators entering Higher Education from work in schools. One of the starting premises for the writing is that supporting the development of teacher educators as scholars and researchers is an essential part of the professional development of this occupational group. In addition to contributing to the professional learning of individuals, such development is seen as vital for a number of other reasons. These include ensuring thriving teacher education communities, maintaining research‐informed teaching in pre‐ and in‐service courses for teachers and contributing to the building of capacity in the broad field of education research. The article raises a number of issues about the long‐term value and importance of the proposed type of research as part of teacher educators’ induction and professional development, with particular reference to the current situation for educational research in England.