Teacher educators' identities and work in England at the beginning of the second decade of the twenty-first century

This chapter explores how the changes in teacher education in Australia have shaped understandings and expectations of the work of teacher educators and therefore influenced their identity as a professional group. As a consequence, that which might be described as an Australian teacher educator identity has been challenged, buffeted and shaped in a range of ways over the past 20 years. For many teacher educators in Australia, the traditional path into academia has followed the familiar route of school teacher to teacher educator commonly reported by many others internationally. However, from a teacher educator's perspective, the notion of reflection needs to be more critically examined and embraced, but as a way of delving into Furlong's endemic uncertainty of professional knowledge. In author in-depth longitudinal study into the work of teacher educators in New Zealand, Davey describes that which is encapsulated in a pedagogy of teacher education and has much to say about what that means for being a teacher educator.