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This article highlights examples of ways in which mathematics teacher educators have used narrative as a way of knowing in their research, learning and teaching. Through these examples, the article challenges the claim that narrative is subjective and unscientific, and hence not appropriate for research, and highlights the insights narrative can bring that might not be available to other approaches. In particular, examples of self-based research methodologies, with a focus on narrative, are highlighted as appropriate and meaningful ways for investigating teacher educators’ professional knowledge and learning.