This paper examines the emerging professional and academic identities of five Beginning Teacher Educators (BTEs) in England. It focuses specifically on their emerging pedagogical identities in the new workplaces. Its key questions are: • What characterises the developing teaching practices of BTEs? • What are the ways in which professional pedagogical learning develops? • What are the particular workplace influences on types of pedagogical learning and the development of pedagogical identities? The theoretical basis for the study is the socio-cultural context of professional learning, utilising the conceptual framework of communities of practice (Wenger 1998) to explore how new members learn from each other. BTEs grapple with their ‘new’ pedagogical role in initial teacher education, as a teacher of ‘how to teach’ within a specialist subject area or a particular age phase, as well as in Masters’ courses with more experienced teachers.