This final paper in the symposium questions whether the changes to teacher preparation and teacher education outlined in the preceding papers reflect a reimagining of teacher education. This means more than simply shifting the site of learning and implies a more radical reconceptualisation and reconstruction of the education of teachers, throughout their careers, with implications for all stakeholders as they begin to experience the realities of co-construction of learning. Partnerships based on traditional relationships and roles require to be renegotiated and pedagogy developed to deepen and extend clinical experience and professional learning. Underpinning these models is an assumption that ‘all teachers are teacher educators’ but in very different ways than the apprenticeship model that has tended to prevail. Recognition of expert models of teaching such as ‘accomplished teaching’ and the move to a Masters level qualification for teachers in a number of systems provides a body of school based expertise that can support clinical experience. Thus domains that were previously clearly defined and occupied have become more transient. The paper concludes by suggesting that to be transformative there needs to be systemic change, both operationally and conceptually.