This article draws from the professional literature of two distinct domains of research: computer-based electronic learning and professional development in education. The present paper addresses the recently recognized need for new conceptualizations of teaching in both fields. Questions and dilemmas pertaining to collaborative learning and reflective practice are discussed, with particular reference to the professional development of teacher educators in a conventional graduate course. The article further offers a detailed description of the thinking and the pedagogical innovations that a teacher of future teacher educators developed in an asynchronous electronic learning setting.