distinctive and contextually relevant professional repertoires. This process occurs
alongside understanding of the social and educational positioning of the occupational
group, the complex roles and multi-faceted work required of it and the multiple
identities often necessarily generated by teacher educators as they practice. This
development of understanding also includes teacher educators becoming aware of the
working conditions in which they enact their practice—and the expansive or
restricted learning opportunities (Boyd et al. 2011 ) offered there. Here then practices
Fig. 44.1 The InFo-TED conceptual model of teacher educator professional development
664 J. Murray et al.