Teacher educators inquiring into their own practice

Much has been written about teachers' professional learning through inquiry into their own practice. The emphasis has been on teachers researching, reflecting and making change in their practice. Despite the wealth of literature concerning teacher inquiry and professional development, there is little about teacher educators with respect to their professional learning and inquiry. In this study, we examine an evidence‐based professional learning project for inservice teacher educators situated in New Zealand. This involved advisers, facilitators and other inservice teacher educators who work with teachers in schools. Our project identified successes and challenges that inservice teacher educators face in leading their own professional learning. The successes included working collaboratively, legitimising reflective practice and using evidence to support learning and change. The challenges included the time and commitment to ensure sustainable change and also the issue of rigour in evidence‐based inquiry learning. Acknowledgements The authors would like to acknowledge all those inservice teacher educators who worked with us on the INSTEP project: the teachers and their students. They would also like to acknowledge the New Zealand Ministry of Education for support and funding the INSTEP project.