The MOFET Institute is a centre for teacher research and development programs, and for researching teaching practices in colleges of education. Its collaborative support infrastructure is a distinctive feature, nationally and worldwide, for the preparation and professional development of teachers and teacher educators. Because teacher educators are increasingly expected to be research-active (Livingston, McCall & Morgado, 2009), we have developed many institutional practices to support their work. Four assumptions guide our work: (a) Research-based knowledge is vital for the teacher education profession; (b) Teacher educators are important partners in the research community on teaching and teacher education; (c) Involvement in research, as part of the professional development of teacher educators, serves as a basis for their professional ranking; (d) Teacher educators involved in teaching and supervision need frameworks that nurture their research activities. We have developed professional research-informed learning pathways for teacher educators, including: research networks for the study of teacher education, interest groups that form a community of qualitative researchers, pools of experts that provide assistance in research methodology and mechanisms for the dissemination of teacher educators’ research-based knowledge. Our presentation explains our practices and discusses the challenges we face.