Foreword Robert Bullough -- Chapter 1 – Mike Hayler & Judy Williams: On the Journey of Becoming a Teacher Educator -- Chapter 2 –Tom Russell:  Narratives of the power of experience in a teacher educator’s development -- Chapter 3 – Shawn Bullock: Directing the Action: Learning to focus on the self to develop my pedagogy of teacher education -- Chapter 4 – Jason Ritter: On Deconstructing Folk Theory while developing as a teacher educator: A disorienting transition as a reorienting opportunity -- Chapter 5 – Avril Loveless:  Bewitched, bothered and bewildered: A small heroic everyday epic of teacher education in a digital age -- Chapter 6 – Susan Elliott-Johns:  The long and winding road: Reflection on experience of becoming a teacher educator -- Chapter 7 – Amanda Berry & Rachel Forgasz:  Becoming ourselves as teacher educators: Trespassing, transgression and transformation -- Chapter 8 – Dawn Garbett:  Becoming a teacher educator: The rise of Crusader Rabbit -- Chapter 9 – Alan Ovens: A quest for a pedagogy of critical theorising in physical education teacher education: One physical educator’s journe -- Chapter 10 – Joseph Senese:  A work in progress -- Chapter 11 – Nathan Brubaker:  On becoming a democratic teacher educator -- Chapter 12 – Julian Kitchen:  Looking back on fifteen years of relational teacher education: A narrative self study -- Chapter 13 – Rodrigo Fuentealba Jara & Helena Montenegro Maggio:   A process of becoming: Continuing change in the practice of teacher educators -- Chapter 14 – Judy Williams & Mike Hayler:  Learning from stories of becoming.Through a narrative inquiry approach, this book examines the personal professional journeys of teacher educators who have undertaken self studies, and/or researched the professional development of teacher educators. The theme of the book is how change, through professional transitions and transformations and notably, through self study research, has shaped the professional identities and practices of these teacher educators. Each chapter is an exploration of how the author/s ‘became’ teacher educators in relation to personal and/or professional transitions, such as transitioning from teacher to teacher educator; moving between different institutional and geographic contexts; or from changes in philosophical, policy and/or pedagogical understandings over time. Each narrative draws on the author’s self study experience, and develops their knowledge further by presenting the wisdom they have gained over their career as teacher educators. The book concludes with a discussion of the connections between the diverse experiences of the authors, and what can be learned from their accumulated wisdom about what is means to become a teacher educator in a dynamic and ever-changing educational landscape.  .