Global teacher education reforms have meant that those who work in teacher education: teacher educators, have experienced increased policy scrutiny (Whitty & Power, 2000; European Commission 2013). Often such policy is developed in the absence of teacher educators’ voices and tends to be about teacher educators, not always by and with teacher educator researchers informing policy. One of the reasons for this to date, are the self-identification issues in being named as a teacher educator (White, 2016), and the rather haphazard nature of entering the field of teacher education leading to its description as an ‘accidental career’ (Mayer et al. 2011, p. 252) and a ‘hidden profession’ (Livingston, 2014, p. 218). Studies also highlight the lack of induction, mentoring and professional advice given to beginning teacher educators as they enter the field (White & Forgasz, 2016; Martinez, 2008). This international study attempts to address this issue by listening to and documenting the voices, experiences and advice of internationally recognized and identified accomplished teacher educators: indeed ‘intellectual giants in the teacher education field’. Drawing from data sets as part of the larger Learning from Accomplished Teacher Educators study, this particular paper focuses on the responses of the study’s twenty accomplished teacher educators when asked the question ‘what advice would you give beginning teacher educators?’ Specific responses to the questions were analysed as well as the larger set of data, to glean various comments and advice in their general responses to all the questions. This paper focuses on their collective wisdom and specific advice to the next generation from their own life lessons and experiences as they have witnessed the increased marketization reform agenda and policy gaze. Key themes that emerged highlight the importance of the next generation learning to proactively work with the media and embracing new forms and genres of research engagement and dissemination. Accomplished teacher educators also reflected on the importance of building a connected global teacher educator community providing examples for novices of how to link studies and networks to best serve the needs of all teachers, their students and communities. It is important to note the participants acknowledged that their own experiences reflect the socio-cultural and historical shifts in the field and the advice provided is to those who now need to navigate the constant political shifts of teacher education taking place and the reality that the future is very uncertain.

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