Chapter 1. Introduction -- Chapter 2. Student Feedback and Teacher Educators’ Professional Growth -- Chapter 3. Teacher Educator Professional Learning Needs Beyond the Narrow Lens -- Chapter 4. Teacher Educators’ Growth Potential Amidst Challenges -- Chapter 5. Teacher Educators’ Becoming: Four Cases -- Chapter 6. One Teacher’s Story of Transition to Teacher Educator.

“This engaging book provides a research-informed, beautifully personalized perspective on becoming a university-based teacher educator. Each study provides insight and critical discussion of workplace learning, learning from student evaluative feedback, the human experience of academic life, and the need for teacher educators to use all available support but also assertively self-manage their induction and continued development.” —Pete Boyd, University of Cumbria, UK “This is a much needed addition to the international literature about the work and life of teacher educators. The research and examples in the chapters transcend the local context, resulting in a volume that is highly valuable for an international audience of practitioners and researchers in teacher education.” —Anja Swennen, Vrije Universiteit Amsterdam, Netherlands “I highly recommend this book as a valuable source of knowledge and a masterpiece of scientific writing which explores teacher educators’ professional lives, inspires further studies, and encourages those in the field to think.” —Agnieszka Szplit, The Jan Kochanowski University of Kielce (UJK), Poland This book explores narratives from teacher educators working in university settings in the Caribbean. In the field of teacher education, there has been insufficient focus on teacher educators—those who design and implement teacher education. Using case studies and student voices, this book provides new insights into the work, lives, and identity formation of these practitioners. In doing so, it fills a gap in the literature on teacher educators’ professional practice by bringing to the fore elements of that practice that are usually invisible or taken for granted by administrators, employers, policy makers, and indeed, the practitioners themselves. Jennifer Yamin-Ali is Senior Lecturer in the School of Education at the University of the West Indies, St. Augustine, Trinidad & Tobago. She is the author of Data-Driven Decision-Making in Schools: Lessons from Trinidad (2014).