1. Introduction
   Recent research suggests that the transition from teacher to teacher educator is frequently problematic. The challenges can include tensions between the value of abstract knowledge and work-based practice, uncertainty about what a teacher educator should be, the difficulties of developing a new pedagogy, feelings of personal and professional isolation, as well as the stress associated with taking part in a research culture (Boyd & Harris, 2010; Martinez, 2008; Ritter, 2007; Swennen, Shagrir, & Cooper, 2008). Reflecting on such difficulties, Wood and Borg (2010) conclude that the journey from teacher to teacher educator represents “a rocky road” (p. 17).

   Despite this recent interest, it is argued that teacher educators in general, and those working in Hong Kong in particular, have not been thoroughly researched (Katyal & Pang, 2010; Wood & Borg, 2010). This study addresses this gap by exploring the experiences of seven individuals who have undertaken the transition from teacher to teacher educator in Hong Kong using the analytic lens of identity, which refers to “our understanding of who we are and who we think other people are” (Danielewicz, 2001, p. 10). A focus on identity has been seen as one way in which understandings of the experiences of beginning teacher educators can be enhanced (Boyd & Harris, 2010; McKeon & Harrison, 2010).

    

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The words highlighted in the same colour refer back to each other. Notice how the words in red – all nouns and all examples of challenges – form a grammatically balanced list.