Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of mathematics teacher educators’ practices in a professional development setting. Implications for professional development programmes’ planning, implementation and evaluations are given at the end of the paper.