Since 2002, teacher educators in the Netherlands can develop a portfolio to show that they meet the professional standards as established by the Dutch Association of teacher educators. A study on the portfolio's of the first cohort (Koster, Dengerink, Korthagen & Lunenberg, 2008) showed that the teacher educators chose a practice-oriented approach to prove their competences. Within a European context of increasing policy attention from the European Commission (2013), the aim of this study, ten years on, is to examine 12 teacher educators’ portfolios written in 2012, and explore the possible consequences of social changes for the learning of teacher educators. Specifically the study seeks to address what standards teacher educators focus on, how do they learn and with whom, and what is the contribution to their professional development of following the programme? To analyse the data, we use the slightly adapted - 2002 protocol from the original study. To guarantee reliability each portfolio is analysed by two researchers. One significant outcome, compared with study ten years earlier, is that the variation in learning strategies has been extended, with a particular focus on the role of educational theory.