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In this paper the author examines the impact of change on the identities of TAFE teachers. It is suggested that a great deal of debate, in recent times, has suggested that teachers not only need new knowledge and skills but need to perform their professional practices in new ways and in new contexts. However, what this debate has failed to recognise is that these change discourses are in effect constructing new professional identities for teachers which interact and compete with the traditional discourses that once provided TAFE teachers with a distinct and separate educational identity.