The Professional Learning Needs and Priorities of School‐Based Teacher Educators in England, Israel and Romania

This article addresses a significant gap in the research on the professional development of school‐based teacher educators (SBTEs), including the support they receive during their careers. Drawing on data from a larger international study conducted by the International Forum for Teacher Educator Development (InFo‐TED), encompassing 1680 SBTEs across multiple countries, this article focuses in detail on data from England, Israel and Romania, highlighting the diverse experiences of SBTEs in these three national settings. Despite differences in socio‐economic policy trajectories, all three nations have witnessed shifts in their education systems, emphasising the involvement of SBTEs in the training of (future) teachers. The findings reveal inconsistencies in SBTEs' professional learning experiences, emphasising the need for comprehensive articulation and critical reflection about existing systems of professional development and support for SBTEs. The study also highlights a critical gap in SBTEs' training in research methodologies, crucial in an era of increasingly research‐informed teaching.