<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162023000200035</article-id>
<article-id pub-id-type="doi">10.17227/rce.num88-13338</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Identities of Teacher Educators in Higher Education: A Literature Review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Identidades dos formadores de professores no ensino superior: uma revisão de literatura]]></article-title>
<article-title xml:lang="es"><![CDATA[Identidades de los formadores de docentes en la educación superior: revisión bibliográfica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dotta]]></surname>
<given-names><![CDATA[Leanete Thomas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Amélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Lusófona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<numero>88</numero>
<fpage>35</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162023000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162023000200035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162023000200035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Within the research field on teacher educators there is an overwhelming array of perspectives, which requires meticulous organization and deeper analysis. The general goal of this article is to characterize research studies on teacher educators. More specifically, the article intends to identify the role played by the studies on teacher educators' identities in that broader context. A literature review covering almost two decades of publications was conducted. First, the authors identified the selected themes, their geographies and their evolution throughout time, revealing the importance of Professional Development, a topic which includes the subtopic of teacher educators' identities. The content analysis of the articles related to this subtopic made it possible to identify four dynamic fields: two related with teacher educators' biographies and roles; and the others, connected with both the broader and specific contexts of teacher educators' work]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo No campo da investigação da formação de professores, no que se refere aos formadores de professores, existe uma panóplia de perspetivas, situação que requer uma organização cuidadosa e uma análise mais aprofundada. O objetivo geral deste artigo é caracterizar os estudos sobre os formadores de professores. Mais especificamente, o artigo visa identificar o papel que os estudos sobre as identidades dos formadores de professores desempenham nesse contexto mais amplo. Por esta razão, realizou-se uma revisão da literatura que abrange quase duas décadas de publicações, onde foram identificados temas selecionados, suas geografias e sua evolução ao longo do tempo, revelando a importância do tema de Desenvolvimento Profissional, que inclui o subtema das identidades dos formadores de professores A análise de conteúdo dos artigos relacionados a esse subtema permitiu identificar quatro campos dinâmicos: dois relacionados às biografias e papéis dos formadores de professores; e dois outros relacionados aos contextos mais amplos e específicos do trabalho dos formadores de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el campo de investigación sobre formadores de docentes existe una abrumadora panoplia de perspectivas, lo que requiere una organización meticulosa y un análisis más profundo. El objetivo general de este artículo es caracterizar los estudios sobre formadores de docentes. Concretamente, el artículo de revisión pretende identificar el papel que desempeñan los estudios sobre las identidades de los formadores de profesores en ese contexto más amplio. Se realizó una revisión de la literatura que cubre casi dos décadas de publicaciones. Primero, se identificaron los temas seleccionados, sus geografias y su evolución a lo largo del tiempo, lo que reveló la importancia del desarrollo profesional, que incluye el subtema de las identidades de los formadores de docentes. El análisis de contenido de los artículos relacionados con este subtema permitió identificar cuatro campos dinámicos: dos relacionados con las biografías y roles de los formadores de docentes; y otros dos, con los contextos más amplios y específicos del trabajo de los formadores de docentes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[professional identity]]></kwd>
<kwd lng="en"><![CDATA[literature review]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[revisão da literatura]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="es"><![CDATA[formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[revisión bibliográfica]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Avalos]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher professional development in teaching and teacher education over ten years]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2011</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-20</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barak]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Gidron]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Turniansky]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA['Without stones there is no arch': A study of professional development of teacher educators as a team]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>275-87</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ben-Peretz]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Kleeman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Reichenberg]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Shimoni]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educators of educators: Their goals, perceptions and practices]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>111-29</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boyd]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academic induction for professional educators: Supporting the workplace learning of newly appointed lecturers in teacher and nurse education]]></article-title>
<source><![CDATA[International Journal for Academic Development]]></source>
<year>2010</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>155-65</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boyd]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Allan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Reale]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Being a teacher educator: Pedagogy, scholarship and identity of lecturers in teacher education in further education workplace contexts]]></source>
<year>2010</year>
<publisher-name><![CDATA[British Educational Research Association]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boyd]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Harris]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>9-24</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brody]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Hadar]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["I speak prose and I now know it": Personal development trajectories among teacher educators in a professional development community]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2011</year>
<volume>27</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1223-34</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chetty]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lubben]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The scholarship of research in teacher education in a higher education institution in transition: Issues of identity]]></article-title>
<source><![CDATA[Teaching and Teacher Education: An International Journal of Research and Studies]]></source>
<year>2010</year>
<volume>26</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>813-20</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clandinin]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Downey]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Huber]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Attending to changing landscapes: Shaping the interwoven identities of teachers and teacher educators]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2009</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-54</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cochran-Smith]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning and unlearning: The education of teacher educators]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2003</year>
<volume>19</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>5-28</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Crook]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher education as a field of historical research: Retrospect and prospect]]></article-title>
<source><![CDATA[History of Education]]></source>
<year>2012</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>57-72</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Change agendas: The roles of teacher educators]]></article-title>
<source><![CDATA[Teaching Education]]></source>
<year>2004</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-58</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[New lives of teachers]]></article-title>
<source><![CDATA[Teacher Education Quarterly]]></source>
<year>2012</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>7-26</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Day]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kington]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Stobart]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Sammons]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The personal and professional selves of teachers: Stable and unstable identities]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year>2006</year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>601-16</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dinkelman]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Forming a teacher educator identity: Uncertain standards, practice and relationships]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year>2011</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>309-23</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Doecke]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional identity and educational reform: Confronting my habitual practices as a teacher educator]]></article-title>
<source><![CDATA[Teaching &amp; Teacher Education: An International Journal of Research and Studies]]></source>
<year>2004</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>203-15</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dubar]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[La socialisation: Constructrion des identités sociales et profissionnelles]]></source>
<year>1995</year>
<publisher-name><![CDATA[Armand Colin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Field]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The trials of transition, and the impact upon the pedagogy of new teacher educators]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2012</year>
<volume>38</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>811-26</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freidus]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Baker]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Feldman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Hirsch]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Stern]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Sayres]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Sgouros]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Wiles-Kettenmann]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Insights into self-guided professional development: Teachers and teacher educators working together]]></article-title>
<source><![CDATA[Studying Teacher Education]]></source>
<year>2009</year>
<volume>5</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>183-94</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Freire]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Política e educação: Ensaios]]></source>
<year>1997</year>
<publisher-name><![CDATA[Cortez]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gee]]></surname>
<given-names><![CDATA[J. P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identity as an analytic lens for research in education]]></article-title>
<source><![CDATA[Review of Research in Education]]></source>
<year>2000</year>
<volume>25</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>99-125</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hamilton]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Clandinin]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Unpacking our assumptions about teacher educators around the world]]></article-title>
<source><![CDATA[Teaching &amp; Teacher Education]]></source>
<year>2011</year>
<numero>27</numero>
<issue>27</issue>
<page-range>243-4</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Holland]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Lachicotte Jr.]]></surname>
<given-names><![CDATA[W.]]></given-names>
</name>
<name>
<surname><![CDATA[Skinner]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Cain]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Identity and agency in cultural worlds]]></source>
<year>1998</year>
<publisher-name><![CDATA[Harvard University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Huber]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Hoadley]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Wood]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching induction program: Framework, design and delivery]]></article-title>
<source><![CDATA[Asian Social Science]]></source>
<year>2011</year>
<volume>7</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>13-8</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hussein]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing teacher educators: A technocratic rationality versus critical practical inquiry: The Ethiopian experience]]></article-title>
<source><![CDATA[Journal of In-Service Education]]></source>
<year>2007</year>
<volume>33</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>209-35</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jephcote]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Salisbury]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Further education teachers' accounts of their professional identities]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2009</year>
<volume>25</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>966-72</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Koster]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Dengerink]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Towards a professional standard for Dutch teacher educators]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2001</year>
<volume>24</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>343-54</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lawn]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[OS professores e a fabricação de identidades]]></article-title>
<source><![CDATA[Currículo sem Fronteiras]]></source>
<year>2001</year>
<volume>1</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>117-30</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Everyday life and everyday learning: The ways in which pre-service teacher education curriculum can encourage personal dimensions of teacher identity]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2012</year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-38</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Many]]></surname>
<given-names><![CDATA[J. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Green]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wallace]]></surname>
<given-names><![CDATA[F. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Graham]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Dixey]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Miller]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Myrcik]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Pendergraft]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding the impact of a state-wide reading consortium on literacy teacher educators]]></article-title>
<source><![CDATA[Reading Research and Instruction]]></source>
<year>2006</year>
<volume>45</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>319-52</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marcelo]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desenvolvimento profissional docente: Passado e futuro]]></article-title>
<source><![CDATA[Sísifo: Revista de Ciências da Educação]]></source>
<year>2009</year>
<numero>8</numero>
<issue>8</issue>
<page-range>7-22</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mckeon]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Harrison]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Developing pedagogical practice and professional identities of beginning teacher educators]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>25-44</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Merton]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Social theory and social structure]]></source>
<year>1968</year>
<edition>3</edition>
<publisher-name><![CDATA[Free Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murray]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Czerniawski]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Barber]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher educators' identities and work in England at the beginning of the second decade of the twenty-first century]]></article-title>
<source><![CDATA[Journal of Education for Teaching: International Research and Pedagogy]]></source>
<year>2011</year>
<volume>37</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>261-77</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Murray]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Male]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming a teacher educator: Evidence from the field]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2005</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>125-42</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nias]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["Commitment" and motivation in primary school teachers]]></article-title>
<source><![CDATA[Educational Review]]></source>
<year>1981</year>
<volume>33</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>181-90</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nias]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Primary teachers talking: A study of teaching as work]]></source>
<year>1989</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Niesz]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Chasms and bridges: Generativity in the space between educators' communities of practice]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2010</year>
<volume>26</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-44</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richter]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Kunter]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Klusmann]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Lüdtke]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
<name>
<surname><![CDATA[Baumert]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Professional development across the teaching career: Teachers' uptake of formal and informal learning opportunities]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2011</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>116-26</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robinson]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher education policy in South Africa: The voice of teacher educators]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year>2003</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>19-34</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Robinson]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[McMillan]]></surname>
<given-names><![CDATA[W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Who teaches the teachers? Identity, discourse and policy in teacher education]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>2006</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>327-36</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sachs]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher professional identity: Competing discourses, competing outcomes]]></article-title>
<source><![CDATA[Journal of Education Policy]]></source>
<year>2001</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>149-61</page-range></nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sachs]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[The activist professional]]></source>
<year>2003</year>
<publisher-name><![CDATA[Open University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[B. S]]></given-names>
</name>
</person-group>
<source><![CDATA[Toward a new common sense: Law, science and politics in the paradigmatic transition]]></source>
<year>1995</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schofer]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Meyer]]></surname>
<given-names><![CDATA[J. W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The worldwide expansion of higher education in the twentieth century]]></article-title>
<source><![CDATA[American Sociological Review]]></source>
<year>2005</year>
<volume>70</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>898-920</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[So, what about the professional development of teacher educators?]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2003</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>201</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stryker]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[In the beginning there is society: Lessons from a sociological social psychology]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[McGarty]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Haslam]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The message of social psychology: Perspectives on mind in society]]></source>
<year>1997</year>
<page-range>315-27</page-range><publisher-name><![CDATA[Blackwell]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stryker]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Serpe]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identity salience and psychological centrality: Equivalent, overlapping or complementary concepts?]]></article-title>
<source><![CDATA[Social Psychological Quarterly]]></source>
<year>1994</year>
<volume>57</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>16-35</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swennen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Volman]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher educators: Their identities, sub-identities and implications for professional development]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>131-48</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Swennen]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Volman]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[van Essen]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The development of the professional identity of two teacher educators in the context of Dutch teacher education]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2008</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>169-84</page-range></nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Timmerman]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teacher educators modelling their teachers?]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2009</year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>225-38</page-range></nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[R. M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Nuevo rol docente: ¿Qué modelo de formación, para qué modelo educativo?]]></article-title>
<source><![CDATA[Revista Colombiana de Educación]]></source>
<year>2004</year>
<numero>47</numero>
<issue>47</issue>
</nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vloet]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[van Swet]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA['I can only learn in dialogue!': Exploring professional identities in teacher education]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>149-68</page-range></nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Welmond]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Globalization viewed from the periphery: The dynamics of teacher identity in the Republic of Benin]]></article-title>
<source><![CDATA[Comparative Education Review]]></source>
<year>2002</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>37-65</page-range></nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wenger]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Communities of practice: Learning, meaning, and identity]]></source>
<year>1998</year>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yuan]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding higher education-based teacher educators' identities in Hong Kong: A sociocultural linguistic perspective]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2016</year>
<volume>44</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>379-400</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zhu]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Curriculum reform and professional development: A case study on Chinese teacher educators]]></article-title>
<source><![CDATA[Professional Development in Education]]></source>
<year>2010</year>
<volume>36</volume>
<numero>1-2</numero>
<issue>1-2</issue>
<page-range>373-91</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
