This paper explores the complex processes involved in the self-construction of academic identity in a UK School of Education. Building on seminal literature in this field and drawing on the research of four academics, it begins by discussing teacher educators' varying perceptions of the need to re-configure their identity to meet the…

The shift towards school-led teacher education steered by the government in England challenges the "traditional" model of experienced teachers leaving school and entering the higher education sector to become teacher educators. More teachers are undertaking the dual role of teacher and teacher educator, leading the professional learning…

This paper investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student-teachers through a case-study approach. Semi-structured interviews, the reflective journals of these teachers and the evaluations of the days by the student-teachers…

As a new teacher educator of beginner teachers on the Graduate Teacher Programme in a large School of Education in a UK university, I have reflected on how I have been able to develop the effectiveness of modelling good professional practice to student-teachers. In this paper I will present ways in which I have made modelling more explicit, how…