Though recent research has sought to codify pedagogies of teacher education, little is known about how and why those new to the role of teacher educator come to believe and practice as they do--that is, their pedagogy of teacher education. This inquiry explored the practice and progress of teacher educators in their initial roles as teachers of teaching to better understand the kinds of pedagogies they form, and the factors that inform these principles. Review of participants' conceptualization and enactment of practice--collected through interview, observation, and course mapping--reveals novice TEs experience a series of personal, professional, and pedagogical challenges, here called tensions, as they learn to teach teaching; a series of stages for that development are articulated.