Paper one focuses on reform agendas from the Australian government through the National Partnership Agreement on Improving Teacher Quality. This has called for a systemic response to strengthening linkages between pre-service teacher education programmes and transitions to teacher induction and beyond. Under this initiative, the Victorian State government funded a number of school-university partnership projects aimed at improving the theory-practice nexus. Many projects focused on reforming the practicum, but the project described here aimed to reconceptualise the teacher education curriculum and broaden the sites of pre-service learning to move beyond the classroom and include the whole school and community members. This paper presents the research findings of this project, emphasising how teacher educators’ experienced the reforms and the broader implications for teacher educator career trajectories and the changing nature of the higher education workforce. Findings point to both the opportunities and challenges of such school/university/community partnerships with potential to improve the preparation of graduates and expand the community of educators and resources that inform and support teachers in their work. Such reforms also significantly impact and change the nature of teacher educators’ work (at both schools and universities) requiring new models of research and teaching capacity building.