Mismatches in university-based teacher educators’ learning: a case study from mainland China

University-based teacher educators’ (UBTEs’) learning is a growing research field. However, few studies have provided in-depth analysis of the inner complexity of UBTEs’ learning from a situated perspective. This case study applies cultural-historical activity theory (CHAT) to unpack the contradictions in eight UBTEs’ learning needs and challenges, situated in a normal university in mainland China. We initially identified a primary contradiction between the subjects’ dual learning needs: learning about subject-based teacher educating and learning about academic publishing. Because of the changes to the teacher educator induction mode and the performance assessment rules, two secondary contradictions arose, posing challenges to fulfilling the learning needs: for novices, there was a contradiction between the supporting tools and their teacher educating objects; for all participants, there was a contradiction between the biased promotion rules and the multi-faceted, unequal division of labour. Together, the findings reveal how UBTEs’ development is double bound by nested systemic challenges. Through historical analysis, we further argue that these mismatches stem from a tertiary contradiction between universities’ research activity system and K-12 schools’ teaching activity system. The case study contributes to the global discussion on how to enable teacher educators’ expansive learning and the development of their professionalism.