Becoming a scholarly teacher educator

International experiences have provided evidence that self-study research by teacher educators is productive, both for the teacher educators themselves and for the bottom-up development of knowledge about teacher education. This article is a report of a research study into the results of a Dutch project, in which nine teacher educators studied their own practices. The article focuses on the question of what this has contributed to the development of scholarship, and the professional identity of the participating teacher educators. Data sources were digital logbooks, exitinterviews, and follow-up questionnaires. The findings show that the participants grew with respect to their scholarship. Moreover, carrying out self-study research appeared to contribute to how they experienced their own professional identity. For example, they became more used to theory and were able to more easily change their perspectives.