Enacting teacher education values

The ways in which teachers educators construct their professional identity is an understudied area, however, there has been significant research on teacher identity with a focus on the impact of the ways in which their work is managed and regulated (Avis, 2003; Duckworth, 2013). The research highlights the global spread of performative ‘technobureaucratic managerialism’ (Ball et al. 1994, Apple 2000) and its frameworks evidenced in the studies of teachers’ lives and work (Troman et al. 2007, Hall and Noyes 2009) and Post Compulsory (PC) teacher educators (Duckworth et al 2016a). This chapter aims to unsettle the performative landscape that clouds may teacher educators professional landscapes; in doing so it offers an alternative more socially just vision of PC teacher education, underpinned by key uniting principles of practice, pedagogy, values and approaches which have the potential to empower and be empowering.