**10. Deprofessionalised**

Initially, relative to the well-charted other parts of the Model, this seems to be akin to the part of the medieval map where the cartographer's knowledge was scant. ... and they wrote 'here be dragons'. Here is the place of those with long educational journeys applying knowledge garnered over the years from across the globe to their local contexts, ye<sup>t</sup> poorly esteemed. Livingston [54] argues that neither the knowledge base nor the status of teacher educators is well-established and that they may be viewed as hidden or unrecognised professionals, whose work is important and complex (encompassing policy, practice and research), but is often invisible [55]. Yet this area may be quite readily populated by at least three quite disparate groups, each with varying degrees of agency—the cynics, the disparaged and also increasing numbers of migrants and refugees.

Universities seem some days to be packed full of cynics ... and there may be more of these in an age when retirement age is extending ... disappearing ... imagine observing your student teacher teaching 10Z on a Friday afternoon ... and you're 75. It is all too easy to slide into cynicism, but informed skepticism is useful—this Model is part of the authors' journeys as informed skeptics. The second group of inhabitants have been noted in the introduction—those teacher educators who have been dismissed by politicians as noted earlier in England, Australia and the USA. Thirdly, there is a group of increasing size; migrants and refugees whose qualifications and experience are not recognized in a new country, even where an influx of migrants may mean that there is increasing demand for their expertise. The British Council is providing advice for this very scenario. https://www.teachingenglish.org.uk/article/developing-teachers-refugees [56].

## **11. Professionals, Exclusive and Inclusive**

The most highly-esteemed, most trustworthy and expert teacher educators fill this important category. International heroes of teacher education may be known only to teacher educators, but they do play import roles as champions of the profession. The singular importance of such teacher educators is thus aptly summed up by Czerniawski [57] *as weapons of mass instruction*. It might be argued that it is only university-based teacher educators who can have time and space to develop their breadth and depth of knowledge (to conduct research, to complete PhDs etc.), but it is also possible that these are, relative to school-based teacher educators, more likely to be exclusive professionals—the inhabitants of ye<sup>t</sup> another (sixth) dystopia. Access to postgraduate qualifications is not supported by widening access policies, meaning that the teacher educator profession almost exclusively comprises of individuals who progressed through the traditional route of Bachelor of Education or subject degree followed by PGCE, which in either case will have been followed by at the very least a Master's degree. Galman et al. [58] point to the lack of diversity that exists amongs<sup>t</sup> teacher educators, who as a group are considered to be "predominantly white, middle class" females whose practices are heavily influenced by their notions of gender and power [59,60] and whose programmes tend to produce a "predominantly white, middle class teaching force" [58]. There have been many calls for such programmes to address this issue since these teachers will be working with an increasingly diverse population of pupils [61–64].

Like other exclusive professions, the most senior teacher educators may find that their roles are in danger of replacement by AI although this is difficult to predict. The recent Office for national Stats survey (see Figure 3 below) suggests that both teachers and teacher educators in the UK are relatively secure form

this threat. https://www.google.co.uk/search?q=jobs+at+risk+from+automation+office+for+national<sup>+</sup> statistics&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi9ibqck7zjAhUholwKHZzTB2YQ\_ AUIESgC&biw=1366&bih=657#imgrc=9eIWllUqecvOlM [65].

**Figure 3.** Jobs at risk of automation.

However, it may be that teacher educators' roles are most threatened by AI only by proxy, because teachers are, in future, replaced or downgraded to diminished local roles as facilitators, coaches and mentors as discussed earlier.

The Place Model offers one further location for teacher educators in the form of the logical antithesis of exclusive professionals, inclusive professionals. However, it may be that this very notion is no more than an oxymoron—after all exclusivity (and the esteem and concomitantly inflated wages it can produce) may be inherent in the very notion of professions. Alternatively, we might consider that teacher educators have a singular claim to inclusive professionalism. As teacher education becomes more diverse in nature and location, it is increasingly important to recognize that the place of teacher educators is intimately bound to that of the teaching profession, a group that Rutherford [66] is referring to when he argues that *only humans teach*. Of course, human teaching occurs in a huge variety of contexts but the formalized, state provided, often mandatory teaching of other humans happens in schools and most of that learning happens though the aegis of teachers. A salient corollary of this is the unique positioning of teacher educators as those who teach teachers to teach and considering that their potential tutees include all of humanity, teacher educators might possibly be the ultimate inclusive professionals.

Less idealistically, there are a range of possibilities:

