IntroductionThis paper focuses on the professional and academic development of teacher educators in relation to research. It draws on findings from a small-scale, comparative study of teacher educators in two higher education institutions in the south of England. There is a growing need for teacher educators in the UK to develop research skills (Harrison & McKeon 2008), because of the emphasis on research assessment in higher education (HE) and increasing expectations on all university lecturers to have an active research profile. In addition, most postgraduate initial teacher education is now accredited at master's level and often involves some small scale research, therefore teacher educators need to ensure that they possess the appropriate research as well as teaching skills.Within this context, the growing need for teacher educators to develop research identities is discussed in relation to mentoring and support in two universities (one new, the other well established). Key contextual features of each university are highlighted and the perspectives of the teacher educators and research mentors are analysed within a situated learning framework (Lave & Wenger 1991). Positive aspects of individual and collective mentoring practices and other forms of research support are identified, as well as barriers to research activity arising from teacher educators' professional and academic roles. Teacher educators: transition from school to universityA growing body of research on the development of teacher educators has highlighted the difficulties and tensions experienced by teacher educators who make the transition from school teaching into academic life, especially in the area of research, and the need for effective induction procedures into higher education . For example, Dinkelman et al. (2008), also in the UK, argue that teacher educators face numerous challenges in making the complex transition into new academic roles; they can therefore lack confidence and often still see themselves as teachers. Similarly, Murray (2008) stresses that teacher educators are characterised by a strong sense of commitment to students, with teaching as their 'anchor of professional identity ' (2008:119), low self confidence in relation to academic roles and varying attitudes to research. Murray (2008) found that induction into research was particularly weak, with few opportunities to work alongside experienced researchers in a 'collaborative learning environment ' (2008:126). developing a professional identity and the value of role models as a key factor. Like the UK studies, these have stressed the value of within-team development and support practices, rather than outside mentoring and support, although these projects are generally focusing on teacher educators improving their professional or subject pedagogy, rather 3 than on developing research identities. On a wider scale, the importance of personal and professional biographies in the shaping of academic identities is also emphasised by some researchers (Keltchtermans 2003, Skerr...

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This paper presents a comparative study of two groups of student mothers from a teacher training course in the UK at the start and end of the 1990s, with a focus on gender issues.The study investigated the extent to which the women students could draw on their experiences as mothers to positive effect in their training, combining public and private spheres, and how far their domestic responsibilities created problems for them on the course. All the women possessed considerable skills, particularly in working with children, which were an attribute in their training. Although both groups faced similar difficulties, such as the double burden of domestic and course work, and changes in family life arising from their status transition, it was found that the more recent students could cross the boundaries between public and private roles more quickly and easily than those at the start of the 1990s.This was partly because the recent group had greater prior work experience and had already negotiated boundaries between private and public identities, and partly because some structural constraints had diminished by the end of the decade, at least at a local level. It is also argued that, although pressures on trainee teachers in general intensified during the 1990s, some effects of the changes were beneficial to student mothers. The findings are analysed within the dual frameworks of gender in higher education and initial teacher education.

In the context of a growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the beginning teachers, while peer and family support were vital success factors. In the English context, institutional support by university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which impacted in particular on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.