Four propositions on how to conceptualize, research, and develop teacher educator professionalism

This article offers four propositions on how to conceptualize, research, and develop teacher educator professionalism. These start from one central thesis: professionalism can only be fully understood by looking at actual education practices these unfold develop. Based this conception of enacted professionalism, the first proposition questions emphasis teaching experience for educators; second advances idea that cannot envisioned without someone educate; third suggests making institute as an organization a focus understanding; fourth addresses need reframe traditional forms knowledge (re)presentation. In conclusion, framework future research practice development is proposed.