In some international contexts, for example in South Africa, Norway, Australia and New Zealand, teacher education has recently shifted into the academy. Concurrently research performance funding measures have been introduced. Both changes have placed pressure on teacher educators to become "research active". The literature indicates that teacher educators can increase and deepen their research productivity with support in ways that build on, rather than break down, their existing identities. Our findings from interviews with research leaders in education faculties indicate that cultivating communities of research practice can assist teacher educators to learn alongside more experienced colleagues, and become fully fledged researching academics. (Contains 1 table.)