Working with Multiple Identities: supporting new teacher education tutors in higher education

This paper reports on an Escalate funded project which is investigating the journey of school teachers as they are appointed to become university based teacher educators. The findings suggest that a very varied range of experiences exists during transition to their new role even within one case study education faculty. The study identifies tensions between the 'professional' and 'academic' systems in the teacher education partnership which make it a particularly challenging workplace for new teacher educators.