This article makes a contribution to understanding the challenges new teacher educators face in establishing their professional identities in Higher Education. The data collected for the study allowed the researchers to analyse the tensions and conflicts arising for 28 teacher educators in their first 3 years of working on Initial Teacher Education (ITE) courses in England. The findings of the study show that, despite having previous successful careers in school teaching, the majority of the interviewees took between 2 and 3 years to establish their new professional identities. They faced challenges in two key areas-developing a pedagogy for HE-based ITE work and becoming research active. Meeting both of these challenges required significant adaptations to their previous identities as schoolteachers.

The shutdown of universities and schools in England, due to the Covid-19 pandemic, came just as many pre-service students began their final practicum. This research focuses on the challenges this posed for teacher educators. Using qualitative research methods and concepts from spatial geography, the article explores how pedagogies adapted as the removal of the practicum relocated learning communities to new online spaces. Established practices changed quickly, with educators showing 'pedagogic agility'. Despite the relocation to newly-formed online spaces, many principles and 'intentionalities' of practice remained unchanged, as did the teacher educators' orientating values. Overall, there was a sense of both sameness and difference in some of the innovative pedagogies developed on the (g)local level. This research has international relevance in considering the spaces in which authentic teacher education can occur and the alternative pedagogies and technologies to support professional learning in the case of a 'missing' practicum.

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