This paper analyzes the teaching practice of one of the authors and articulates the role of such reflexive analysis in the practice of professors of teacher education. The study extends the recommendation that teachers reflect on their practice to include the relationship between personal educational experiences of teacher educators and their practice as professionals. Elements of the teacher's life and work were explored in relation to three themes which link her pedagogy with her personal history: the role of context in facilitating educative experiences; self-directed and shared responsibility for learning; and perspectives on knowing, teaching, and learning. This descriptive exploration provides the context for a discussion of some issues and dilemmas faced by teacher educator-researchers who engage in autobiographical, self-study research. The dual role of self-study as a form of professional development and as a research vehicle for enhancing understanding of university teacher educators and their work is considered. (Contains 12 references.) (JPB)