Teacher education in England is experiencing radical change in government policy as it increasingly moves into schools. Research indicates that this sustained state intervention in the field has derogated the already uncertain authority of teacher educators in Higher Education (HE) and extended the roles and responsibilities of school-based teacher educators. Addressing these concerns, this paper presents findings from an ongoing study exploring how the knowledge bases and identities of teacher educators were perceived by HE-based educators and school-based teacher educators. It was conducted using established ethical guidelines, collecting data from each group of professionals through use of questionnaires and interviews. Both groups stressed the importance of experiential knowledge of schooling and professional guidance for student teachers however differences emerged, dependent on their routes into teaching, in the views of school-based teacher educators about the role of research in teacher education. There is a growing literature on teacher educators, but few studies research how their knowledge bases are viewed from the often contrasting professional perspectives of university-based teacher educators and their school-based colleagues . Exploring these perspectives contributes to the improved understanding of teacher educators’ knowledge and identities and to the growing international literature on this divergent and diverging occupational group