Teacher educators, responsible for educating both prospective and in-service teachers, have been the subject of research, especially regarding their professional development. Teacher educators have a strong desire for continuous professional learning influenced by the context they work in (Czerniawski et al., 2017). However, teacher educators are only moderately satisfied with professional development opportunities, while teacher educators find opportunities in collaborative professional development and research important (McPhail et al., 2021; Van der Klink et al., 2017). Studies indicate that professional development for teacher educators is often self-initiated and induction in the profession is frequently absent.

Research has drawn particular attention to the importance of network learning and learning communities. Both in teaching and teacher education numerous studies have shown the importance of (professional) learning communities (Hadar & Brody, 2010; Prenger et al., 2019) as a way for professional development, innovation, the quality of professional practice, and for breaking isolation within the profession. Some studies have indicated positive outcomes of participation in a (professional or networked) learning community in terms of satisfaction and impact on professional practice (Prenger et al. 2019). International comparative needs analyses of higher education-based teacher educators and school-based teacher educators (Czerniawski et al., 2017; Czerniawski et al., 2023) has built on this literature by emphasising the ways in which teacher educators, as both teachers and researchers, want to be part of a collaborative community where they can feel supported, listened to, and share their practices and experiences.

Both networks and communities of practice offer learning opportunities, but assessing the value of this learning is a complex issue. The concept of value creation is central to understanding the benefits derived from participation in such groups. De Laat et al. (2014) identify five cycles of value creation: immediate value, potential value (knowledge capital), applied value, realized value, and reframing value. To gauge the overall value added by network participation, individuals are encouraged to share their "value narratives." These narratives involve participants articulating the overall benefits of their involvement in a network or community and detailing specific instances of value creation, such as contributions to networks or improvements in professional practice.

In this study, teacher educators participating in an international professional development one-week programme, the so-called InFo-TED Summer Academy, are asked to describe their personal value narratives. The Summer academy is organized by InFo-Ted, an international forum working to promote professional development of teacher educators. This involves reflecting on the overall added value of their participation in the programme and identifying specific instances of value creation that they experienced during the programme.

The main aim of our study was to gain insight in the perceived impact of an international professional development initiative on teacher educators professional learning. In this study, we explore to what extent professional learning of teacher educators is influenced by such factors as their own values, those of their institutional context and national and international policy contexts for teacher education (Czerniawski, 2018; Lunenberg & Dengerink, 2021). Focusing on participants of the Summer Academy, the study examines how this experience broadens their value perspectives, introducing them to new roles, professional contacts, and institutional expectations, thereby enriching their professional development.

The International Forum of Teacher Educator Development (InFo-TED) launched the Summer Academy to enhance the professional growth of teacher educators, foster networking among them, and support their role in developing fellow educators. Two iterations of the Summer Academy took place: a face-to-face event in Trondheim, Norway, in 2018 with 24 participants from seven jurisdictions, and an online version in 2021 (due to de COVID-19 pandemic) via MS Teams with 66 participants from nine jurisdictions. Despite differences, both academies shared similar learning opportunities: thematic kick-offs, storylines, collaborative groupwork, and individual reflection (Oolbekkink-Marchand et al., 20. Data collection In this study teacher educators, who participated in one of the InFo-TED summer academes, were invited for an online interview. Participation in the interview was voluntary. Sixteen teacher educators responded and were interviewed, and these included eleven women and four men. Participants came from Belgium (1), Ireland (4), Norway (1), the Netherlands (2), Portugal (1) and United Kingdom (7). Nine participants were university-based teacher educators, five were School-based teacher educators. All participants gave active and informed consent for the interviews to be recorded. They were asked to describe their personal narrative by reflecting on the overall added value of participation and the specific instances of value creation. A template value narrative was constructed based on work of De Laat et al. (2014) and send in advance to prepare for the interview. Overall, the interviews lasted between 45-60 minutes. Data analysis A qualitative content analysis approach was chosen to analyse the interview transcripts (Hsieh & Shannon, 2015). More specifically, the transcripts of the interviews were analysed by the research team in three different ways. The first researcher coded inductively, by studying all interviews and looking for common themes in the interviews (convential content analysis). All interviews were open and axial coded by the second researcher, selecting salient quotes and connecting themes to them (directed content analysis). The third researcher coded deductively, by focusing in the transcripts on themes related to impact (directed/summative content analysis). Engaging in research with these multiple methods of qualitative data analysis, as described in the tripartite approach to coding interviews, offered several advantages. The arguments for utilizing this method were: to accommodate the comprehensiveness and richness of the data, triangulation, mitigation of researcher bias and comprehensive understanding of the context of the Summer Academies.

Three main outcomes were identified. The Summer Academy had impact on three areas. There was perceived impact on professional identity, perceived impact on professional networks and there was perceived impact on the professional practice of teacher educators. The perceived impact on one's professional identity as a Teacher Educator included several key aspects. It involved awareness of belonging to a professional group, which is a significant part of identity formation. This sense of belonging fosters a connection, leading to feelings of validation and acceptance within the professional group. Furthermore, participants mentioned a realisation that a researcher identity can coexist with, or even become an integral part of, the teacher educator identity. This integration enhances the professional persona of a Teacher Educator, enriching their role with the analytical and inquisitive qualities of a researcher. The perceived impact on the professional networks was diverse. For teacher educators, the main influence from the Summer Academy was increased working on collaborative research. Some described pursuing professional doctorates, starting to work on (research) publications, starting up new research or research collaborations. This was especially the case for early career teacher educators. The perceived impact of the InFo-TED Summer Academy on the professional practice was three folded. Some, and not all, participating teacher educators began to start their lessons with practice before theory. They developted a mixed pedagogical perspective on teaching and they began to emphasise the importance of embodying the principles they teach. The findings suggest that professional development programmes such as the InFo TED Summer Academy can play a role in shaping a next generation of teacher educators and influence the practice of teacher education. However, as one of the attendees pointed out, teacher educators need more time to process the new knowledge acquired during the Summer Academy to be able to influence future teachers.

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