This article is based on reflexive research, which served as a tool to consolidate significant insights into the author's scholarly growth as a researcher specialising in teacher education. These insights are presented with universal meaning by proposing a three-phase model of scholarly growth for higher education faculty. Critical retrospective examination helped identify the features of each phase of the model. At the fundamental phase, the focus is on building professional identity through the acquisition of skills of operating as researchers. At the model's next phase, the focus is on conduct as scholars, including carrying out research and writing academic outputs. At the model's third phase the focus is on conduct as experts who act to benefit the teacher education profession, the scientific world and society. The reflexive research has clearly revealed the structure of the model and established the added value of scholarly growth over a decade.