This paper discusses one of Furlong's major areas of work, the theory and practice of teacher education. Taking up where our joint publication "Teacher Education in Transition: Re-Forming Professionalism?" (Open University Press 2000) left off, it examines how accelerated moves towards school-based teacher education, as well as increased school autonomy, are impacting upon notions of teacher professionalism and professional formation in England. It looks at how in this context a "core" professionalism mandated by central government through its teaching standards is being supplemented or even replaced by a series of "local" professionalisms and the "branded" professionalisms of Teach First and Academy chains. The paper then considers the implications of these developments for the future of Education as a subject of study in universities and, in particular, for the vision set out in Furlong's recent book "Education: an anatomy of the discipline" (Routledge 2013).