Role theory is based in a conception of a social world wherein various roles are either available or made available and those participating in such worlds shape their identity according to the roles that are made available to them. In positioning theory, Haare and van Langenhove (1998) suggest that teachers are always in the process of constructing their identity within and because of the social interactions in which they engage. Yet what do such theories suggest about collective identity-making within teacher education? The two articles included here report on two self-studies of teacher education cooperatives. One of the studies (Tuval, Barak, & Gidron, 2011) articulates the way in which one collective took up the challenge of self-study in order to support their collective in resolving a group crisis. The authors come to understand through this study that the teacher educators in this project are able to provide themselves with clear evidence of their identity-making as change agents because of their 10-year membership and participation in this particular group. The second study (Davey et al., 2011) articulates the struggles and accomplishments of a group that is just forming. Their article reveals that, in the process of each group member's inquiry and struggle to understand what was essential in individual identity-making, they became a group with a collective identity as teacher educator researchers who explored the difficult issues of teaching and learning within teacher education at their university and internationally.