This paper reports on a self-study by two teacher educators who used Korthagen and Vasalos' (2005) core reflection model. This model extends Korthagen's earlier ALACT model of reflection for teachers, to include deeper levels of personal reflection, tapping into the emotional dimensions of practice (for example, beliefs, identity and mission). The researchers identified two concurrent dimensions of teacher educators' professional learning--the examination of teaching practice and professional identity by the participant in the core reflection process (Kerith), and insights gained by the facilitator (Judy) in using the core reflection model in professional dialogue. The researchers concluded that the acknowledgement and examination of personal characteristics ("core qualities") and emotions in teaching practice, and in the core reflection process itself, is an important way in which teacher educators can construct their professional identities, and examine and improve their practice in educating student teachers. (Contains 2 figures.)