This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational "outcomes" and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a "self study", in which my "self" is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world.