Teacher educators in many parts of the world, face and have faced challenges inrelation to digitalization of the educational systems. Digitalization changes among other things the conditions of communication, meaning-making and learning which affects teacher educators who teach pre-service teachers (Jonker, März, & Voogt,2018; Selwyn, 2017). The teacher education and the teacher educator have a responsibility in giving the pre-service teacher the best prerequisites to be able to work as a teacher. As many other pre-service programs around the world, the Swedish teacher education is currently not preparing the pre-service teachers enough for a digitalized teaching (Demoskop, 2016).

The purpose of this study was to broadly explore teacher educators’ perceptions regarding their professional practice in relation to the digitalization of society. The study has an inductive approach and is based on 18 semi-structured interviews witha vignette-based interview guide. The interviews are coded in NVivo and analysed using thematic analysis (Braun & Clark, 2006). Findings show that the teacher educator perceive digitalization on a scale from using tools (software and hardware) to being part of a technology-initiated revolution of educational institutions and society. With this; requirements/demands, needs and consequences emanate in being and acting as a teacher educator on an individual-, group- and organizational level.