Abstract
Expertise of teachers has been the topic of many studies in the field of teacher education published in recent years. Less attention is, however, given to expertise of teacher educators; the focus of this study. The study examines the issue by discussing some of the literature on the subject, and by asking novice teachers and teacher educators about the characteristics of good teacher educators, the professional knowledge of teacher educators and the difference between the expertise of teacher educators and teachers. Findings indicate that even though there is much overlapping in the expertise of the two groups of professionals, there are also distinct differences of importance to the current discussion on standards and education for teacher educators.
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