In the past two decades, there has been an unprecedented amount of research conducted into the identities of student teachers, newly qualified teachers, early professional learning and continuing professional development (Alsurp, 2005). While there has been sustained effort to shed light on particularly important ‘corners’ of teacher education, teacher educators themselves, who they are, what they stand for, and what the dominant influences have been and continue to be on their professional identities continues to be something of a secret garden. The paper sets out to build on an earlier initial exploration on the critical biographical and contextual influences that impinge on the ongoing identity construction of new, experienced, veteran and retired teacher educators. Similarities and differences across these profiles are discussed with particular reference to disciplinary contributions and practices within the individual institutions, alongside individuals' own understandings of their teacher educator identity. Attention is given to the notion of capital and agency with the academy more generally, and particularly within the field of education. We suggest that teacher educators experience and understand their identities relative to traditional disciplinary positioning within the academy and the status associated with these. Paradoxically, disciplinary modes associated with a growing neo- liberal ideologies in the wider social context, including wider regulatory bodies also shape their teacher educator identities. This research highlights significant fissures within teacher education and the need for a new discourse and dialogue to enable teacher educators to respond to the new cultural landscape.

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