Description: In this paper I will discuss how current neoliberal political contexts are requiring a fundamental rethinking of what it means to prepare public school teachers to teach towards social justice. We live in a society characterized by a culture and technology of performativity and neo-liberal corporate accountability (Power, 1999). This culture has become deeply rooted in education. Neo-liberal practices of institutional control and accountability extend into every corner of Education Faculties, reflecting the economic imperatives of 'new capitalism'. Teacher educators experience such pressures in the form of work performance standards, including 'client' satisfaction surveys and other internal auditing mechanisms, as well as requirements by governments to produce graduates with certain attributes. This 'new managerialism' and the rituals of performance surveillance cleave deeply into the identities and activities of teacher educators. They are required to enact a set of pedagogical practices which arbitrate their understandings of themselves and their relationships with others, as they try to cope with the accelerated pace of external and internal pressures (Ball, 2001). These pressures and controls generate identities disciplined by imposed targets and performance indicators, causing people to rethink what counts as teacher Education and teacher professionalism ( Brown, et.al., 2004).