The four authors of this paper have been working together in a collaborative self-study project (2009-2013), aimed at using this research perspective to deepen both teacher educators’ understanding and improvement of their practice of supporting student teachers during their internship. In this paper we look back at this intense and multi-layered endeavour and experience. Our roles in the project were different and complementary: Elien Peeters did the actual self-study on her practice (portfolio assignments) in a university college. Eline Vanassche & Geert Kelchtermans supported that process from their experience as academic researchers, in particular in terms of conceptual frameworks and methodology. Ann Deketelaere was also an experienced teacher educator, but with specific research experience in portfolio learning. She took on the role of the critical friend/editor during the writing up process of the self-study. Revisiting the project, from a distance in time, we argue that the self-study can be used as an exemplary case to demonstrate the professionalising role of the research process, as well as its potential in further theory development. We will focus on two issues: a) the necessary but complicated role of theory to (re)frame experiences and data (applying work on the agency of artifacts –see a.o. März et al., resubmitted); b) the multiple roles and voices of the different participants (all of them at the same time professional learners as well as professional actors) (see a.o. Vanassche & Kelchtermans, 2015). This way our paper contributes to a refined, grounded understanding of the professionalising potential of research –in particular supported self-study- for teacher educators.

März, V., Kelchtermans, G., Vermeir, K. & Appeltans, A. (resubmitted after revision). Artifacts as actors in educational innovation. An explorative analysis of the case of data use in the transition from primary to secondary education. American Journal of Education. Vanassche, E. & Kelchtermans, G. (2015). Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development. Professional Development in Education, DOI: 10.1080/19415257.2014.986813 .