With ongoing research assessment in higher education and the introduction of master’s‐level work in initial teacher education, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities. Twelve interviews—with three teacher educators and three research mentors from each university—were carried out, in order to identify effective mentoring practices and other forms of support, as well as any barriers or problems encountered in developing a research profile. An innovative aspect of the methodological approach is that beginning researchers from the teacher education faculty in both universities undertook the interviewing and co‐authored the article. The need for an entitlement to and protection of research time is stressed, as well as a range of supportive practices within an active research culture. It is argued that this aspect of teacher educators’ professional development requires as much attention as the pedagogical aspects of their role
展开▼
