Quality STEM teacher education is predicated on teacher educators who are well-equipped to design learning experiences, provide feedback, guide the development of teachers across their career span, and conduct rigorous research to advance education theory and praxis. While numerous models and approaches to professional development for teachers exist, few parallels can be drawn between the professional development of teachers and teacher educators (Loughran, 2014). To support the multi-faceted identity (trans)formation of STEM teacher educators, self-directed learning opportunities can help bridge knowledge and practice, enhance productive collaboration, and support efforts to negotiate multiple and conflicting agendas (Goodwin & Kosnik, 2013). The purpose of this empirical study was to explore the identity (trans)formation of teacher educators participating in a long-term interdisciplinary STEM-based Community of Practice (CoP; Wenger, 1998), which began in 2012. An analysis of our experiences through the figured worlds lens informs how a CoP can impact curricular approaches and teacher PD, imploring members to move through their comfort zones into innovative spaces. We conclude with suggestions for our STEM teacher educator colleagues who seek opportunities to challenge their own positions and best support preservice and in-service STEM teachers in a way that allows them to model for their students the value of community.

优质的 STEM 教师教育取决于教师教育者，他们有能力设计学习体验、提供反馈、指导教师在整个职业生涯中的发展，并进行严谨的研究以推进教育理论和实践。虽然存在许多教师专业发展模式和方法，但教师和教师教育者的专业发展之间几乎没有相似之处（Loughran，2014 年）。为了支持 STEM 教师教育工作者的多方面身份（转化）形成，自主学习机会可以帮助弥合知识和实践，加强富有成效的协作，并支持协商多个相互冲突的议程（Goodwin 和 Kosnik，2013 年）。本实证研究的目的是探索参与长期跨学科的基于 STEM 的实践社区 (CoP; Wenger, 1998) 的教师教育工作者的身份（转化）形成，该社区始于 2012 年。通过分析我们的经验数字世界的镜头告诉我们 CoP 如何影响课程方法和教师 PD，恳求成员穿过他们的舒适区进入创新空间。最后，我们为我们的 STEM 教师教育同事提出了建议，他们寻求机会挑战自己的立场，并以一种让他们为学生树立社区价值榜样的方式最好地支持职前和在职 STEM 教师。通过数字世界的镜头对我们的经验进行分析，了解 CoP 如何影响课程方法和教师 PD，恳请成员穿过他们的舒适区进入创新空间。最后，我们为我们的 STEM 教师教育同事提出了建议，他们寻求机会挑战自己的立场，并以一种让他们为学生树立社区价值榜样的方式最好地支持职前和在职 STEM 教师。通过数字世界的镜头对我们的经验进行分析，了解 CoP 如何影响课程方法和教师 PD，恳请成员穿过他们的舒适区进入创新空间。最后，我们为我们的 STEM 教师教育同事提出了建议，他们寻求机会挑战自己的立场，并以一种让他们为学生树立社区价值榜样的方式最好地支持职前和在职 STEM 教师。