The aim of this article is to shed light on the role of the teacher educator in a practice context in Norway. More specifically, the article examines the professional role of the teacher educator in meetings with practice teachers and students following the students’ teaching sessions. The article focuses on the different participants’ expectations and experiences, as well as the teacher educators’ professional role in the meetings. This is a case study in which practice meetings were observed and follow-up interviews were conducted with participants. The findings shows that the participants understand the role of the teacher educator as comprehensive. It is expected that the teacher educator contributes with theoretical knowledge, reflection and contributes to create good relations among the participants. The findings seem furthermore to indicate that the teacher educators’ role is unclarified and complex, and that one may question their importance for student learning in practice meetings.

Keywords: Teacher education, teacher educator, professional role, practice