We are all teacher educators now: understanding school-based teacher educators in times of change in England

Within the context of the European Commission’s recent policy gaze on teacher education (European Commission, Improving teacher quality: The EU agenda – lifelong learning: policies and programme. Brussels, April 2010, EAC.B.2. D (2010) PSH, 2010; European Commission, Supporting teacher educators for better learning outcomes. European Commission, Brussels, 2013; European Commission, Strengthening teaching in Europe: new evidence from teachers compiled by Eurydice and CRELL, June 2015. Available from: http://ec.europa.eu/education/library/policy/teaching-profession-practices_en.pdf, 2015), this chapter contributes to an improved understanding of the hybrid, poly-contextualised identities of school-based teacher educators. At a time of systemic change in the education systems of many countries, teachers in schools are increasingly being asked to be responsible for the education and training of future teachers. Within the English backdrop of a rapidly changing landscape for teacher education, we present initial findings from a small-scale study exploring, through interview data, how the knowledge bases and identities of two groups of insiders, university and school-based teacher educators, were perceived by those hybrid teacher educators (Zeichner 2010) working in schools. Our findings reveal differences in school-based teacher educators’ views on their work and the work of university-based teacher educators, school-based teacher educators’ views on the role educational research has in the work they do and the ways in which different professional pathways (e.g. occupational/university; primary/secondary) influence views on what it means to be a teacher educator.