This study investigates the pedagogical thinking and decision-making processes of teacher educators from the perspective of reasons and aims and goals that the educators set for themselves for their research and teaching practices in pedagogical contexts. Those of whom have prepared themselves for careers as academic teachers should also have interests in doing research and to teach what they know in the most optimal way. Data of this study show that for some teacher educators, research seems to be integrated into teaching quite intensively but some of them need more encouragement in finding different ways of successfully getting their important work published. For indeed, even if one teaches on the basis of that knowledge, which he/she has found in his/her latest research work, it is almost solely on the basis of the written publications that other teachers can acquire the information derived from the research-based findings of their colleagues.