This research study was originally commissioned by ESCalate as part of its agenda for developing induction support for pre-service teacher educators in England. The study aimed to collect examples of the practices used by Higher Education Institutions in inducting new teacher educators and to analyse induction provision from the perspectives of a sample of individuals. The findings indicate that most induction provision occurs within teacher education departments, often at the micro levels of the teaching team. It is therefore best understood as work-based learning. Whilst the study found some examples of positive induction experiences, it also raises concerns about the consistency, quality and nature of other induction provision in teacher education. (Contains 1 note and 4 tables.)