**12. Conclusions**

This paper has used the interdisciplinary Place Model to probe the notion of professionalism as applied to teacher educators and has found several dystopias which are being created by pressures from other logics, particularly that of marketisation (which is developing and sustaining innovation, but also creating rampant inequalities) and bureaucracy, with its all-pervasive oversight and comparative, evidentiary metrics but also their fabricated, performative subversions. The paper also finds a place to begin to examine the growth of classroom learning, which is underpinned by powerful AI, funded by billionaire philanthropists and may well be developing without the involvement of teacher educators, indeed blindsiding and bypassing the increasingly busy teacher educators in schools and universities. Inclusive teacher education may be an unachievable ideal, but there is arguably a need to invest more in a comprehensive, coherent and relevant strategy for teacher educators' induction and career-long professional learning, taking into account policy, practice and research perspectives and allowing more room for the human qualities of care and creativity.

**Author Contributions:** L.C. contributed to the design, writing, re-writing and editing of this research. P.M. contributed to the writing, re-writing and editing of this research.

**Funding:** This research received no external funding.

**Conflicts of Interest:** The authors declare no conflict of interest.
