1 To be published as: Buxton, C., Allexsaht-Snider, M., Suriel, R., Kayumova, S., Karsli, E., & Aghasaleh, R. (in press, 2016). Reassembling science teacher educator professional learning in the LISELL-B project. In C. Buxton & M. Allexsaht-Snider (Eds.), Supporting K-12 English Language Learners in Science: Putting Research into Teaching Practice. Routledge. Chapter 5 Reassembling science teacher educator professional learning in the LISELL-B project Cory A. Buxton 1 , Martha Allexsaht-Snider 1 , Regina Suriel 2 , Shakhnoza Kayumova 3 , Elif Karsli 4 & Rouhollah Aghasaleh 1 1 University of Georgia, 2 Valdosta State University, 3 University of Massachusetts at Dartmouth, and 4 TED University, Turkey Introduction Critiques of the quality of America’s teachers are nothing new (Labaree, 2008; National Commission on Excellence in Education, 1983). Such critiques have returned to the spotlight in recent years as states attempt to develop measures of teacher effectiveness tied to merit pay systems and other types of incentives and consequences (Berliner & Glass, 2014; Koedell & Betts, 2011). At the same time, college and university programs that engage in the preparation of teachers have come under similar scrutiny from legislators, the media, and groups such as the National Council on Teacher Quality (NCTQ), all advocating for reforms and increased accountability for the performance of a program’s teacher-graduates (Cochran-Smith, Piazza & Power, 2013; Fuller, 2014). Less attention has been paid, however, to the preparation of the teacher educators who staff these college, university, and alternative teacher preparation programs. To respond effectively to the critiques, it is important to understand what specific kinds of preparation and practice these individuals have had for doing teacher education as part of their own professional preparation. It is notable that while the current edition of the Handbook of Research on Teacher Education (Cochran-Smith, Feiman-Nemser & McIntyre, 2008) covers a wide array of topics related to how, why, and where teachers should be prepared, it lacks a chapter dedicated to the preparation of future (or current) teacher educators. Research on this topic has received some limited attention (see, for example, Cochran-Smith’s 2003 international comparative study), but this work has predominantly highlighted broad scale analysis of policies and contexts that might better support the training of future teacher educators. There has been scant research on the details and nuances of the actual preparation of teacher educators that might illuminate bottom-up principles that can guide teacher educator professional learning. Dinkleman, Margolis & Sikkenga (2006) conducted one of the few empirical studies that explored the process through which former classroom teachers make the often abrupt transition to beginning teacher educators as part of their graduate studies in education. In a study most closely related to the goals of our own project, Gort, Glenn and Settlage (2010) described their efforts as current teacher educators to improve