Across Europe, the transition into the role of Teacher Educator (TE) remains a largely under-researched professional shift, with many describing teacher education as a “hidden profession.” The move from school teaching into teacher education entails not only new responsibilities but also the development of a re-imagined professional identity, negotiated within distinct institutional, cultural, and national landscapes. This study investigates these transitions and explores how beginning TEs understand, navigate, and position themselves within new communities of practice. Building on established scholarship in teacher educator identity formation and professional growth (Berry, 2009; Izadinia, 2014; Czerniawski et al., 2017; Korthagen, 2016), the study recognises that becoming a TE is seldom linear. It often involves tensions between prior identities and emerging expectations, requiring individuals to renegotiate professional values, pedagogical orientations, and their sense of legitimacy. International comparative work (Van der Klink et al., 2017) further informs our exploration of how these identity trajectories differ across European contexts, particularly between school-based TEs and institute-based TEs. The research employs qualitative methods, drawing on reflective blogs and podcasts generated by Teacher Educators from five countries in the InFo-TED network. This enables rich insight into lived experiences, capturing transitional milestones, critical incidents, and perceived gaps in induction and ongoing professional learning. Thematic analysis (Braun & Clarke, 2012) is used to identify cross-national patterns and divergences. Emerging findings reveal the centrality of formal and informal communities of practice in scaffolding the early stages of TE identity development. These communities support the acquisition of tacit knowledge, help individuals articulate their developing TE persona, and provide validation during periods of uncertainty. Our analysis suggests that sustained participation in such communities is a key indicator of professional confidence and longer-term establishment within the TE field. The study highlights ongoing challenges, including the lack of coherent induction pathways, limited recognition of the TE role within some national systems, and the uneven provision of structured professional development. These findings align with issues raised in the collaborative proposal discussions amongst the author team and emphasize the need for systemic approaches to supporting new TEs throughout their careers. We conclude by advocating for career-long professional development frameworks, enhanced visibility for Teacher Educators as a distinct professional group, and the cultivation of transnational networks that foster shared learning and professional renewal. The study contributes to a growing European conversation on strengthening the TE profession and calls for institutions and policymakers to prioritise sustainable, relational models of support.

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