ABSTRACT
This chapter reports on part of a recent study of teacher educators in England, entitled The Academic Tribe of Teacher Educators' (A3TE), which aimed to explore how the identities of teacher educators were constructed and understood by various stakeholders in teacher education. Teacher education in England has been defined as existing in a national framework of accountability' and a culture of compliance'. On postgraduate pre-service courses in England students spend the majority of their time in schools, with only limited time at the university. In the process of implementing the relevant and practical programmes, taught in formal partnerships with schools, that government legislation demands of universities in England, partnership has become a hegemonic discourse. Looking ahead to speculate about teacher educators and the future of their academic lives' over the next decade is difficult to do, not least because higher education-based pre-service in England faces an uncertain future at the time of writing.
