© 2019 This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, ¿How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?¿ We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator's practice. This encourages us to introduce the metaphor of ¿orchestration¿ as a way of conceptualizing teacher educator practice and pedagogy.