In this article we argue that understanding the identities that teacher educators construct for themselves is central to
effecting innovation within a changing policy environment. The article begins with a theoretical perspective on the nexus of
change and identity. It then discusses the central features of identity amongst a group of teacher college educators who
have been incorporated into a higher education institution in South Africa. The discussion focuses in particular on their
new roles as researchers. We argue that the promotion of research needs to be based on what teacher educators already
perceive to be their particular strengths and roles. The paper ends with some examples of strategies for research promotion
in this particular setting.