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ABSTRACT
The research literature of teacher education is remarkably silent on the topic of teacher educators themselves. In this article, I report and explore some of the perceptions and the experience of six university professors of education whom I have interviewed extensively. Analysis is presented in the form of descriptive stories, comments, and reflections that capture a few significant moments of a teacher educator's university teaching experience. One of the major themes presented is the generative aspect of teacher education which I discuss with reference to Kotre's distinction between technical and cultural generativity. An examination of the teacher educator's experience also reveals the fluctuating tensions of a dual commitment: a commitment to the learning of one's students, and a commitment to furthering professional understanding (i.e. the teacher educator's own learning and professional culture). The implications of the duality of this commitment are investigated, especially with respect to perceived dilemmas such as research versus service.