Unpacking dimensions of immersion teacher educator identity

<jats:title>Abstract</jats:title> <jats:p>Inadequate teacher preparation for immersion programs remains a challenge. While there is a significant dearth of research on teacher development in immersion education, research focusing on immersion teacher educators (ITEs) is even more scant. Using self-study methodology, this study explores the professional learning and experiences of three teacher educators (TEs) as they construct new professional identities as ITEs as part of engagement in Lesson Study. The paper particularly focuses on two Mathematics teacher educators (MTEs) who were <jats:italic>newcomers</jats:italic> to the immersion education setting. A <jats:italic>community of practice</jats:italic> (CoP) framework was utilised to provide insights into what <jats:xref>Vygotsky (1987)</jats:xref> terms the twisting path of all three TEs as they engaged in the CoP. Critical moments of defending content as priority, negotiating an integrated space, and becoming immersion-responsive were revealed. CoP played a vital role in facilitating new professional identities and illuminates in multiple ways the exclusive and complex process of becoming an ITE.</jats:p>