Abstract:
Acquiring a teacher educator identity can be challenging, especially when one comes straight
from being a student of teaching. The purpose of this self-study was to investigate how I got
acquainted with my teacher educator identity. The study is underpinned by the socio-cultural
theory. The main data source was a reflective journal where I recorded my experience from
multiple sources. I analysed the data in a narrative and reflective manner with my mentor. The
key finding is that I acquainted myself with a teacher educator through engaging in Discourses
with my mentor while interrogating past experiences that resembled student identity and
interacting with experienced teacher educators. I narrate these findings and draw conclusions
and recommendations.
