The neoliberal internationalisation of teacher education affects the professional lives of teacher educators in various ways. However, a comprehensive understanding of research on teacher educators during the times of neoliberal internationalisation has not been synthesised. This study reviews the literature on teacher educators within the context of neoliberal internationalisation through a combination of bibliometric and systematic approaches. Bibliometric data analysis with Biblioshiny in R and VOSviewer was employed to examine the literature's intellectual structure and research foci of 84 documents downloaded from the Scopus database. Additionally, the same documents were analysed thematically to enrich data from the bibliometric study. Firstly, findings revealed an imbalance in knowledge production and citation within the intellectual structure of literature. Secondly, seven themes from the word co-occurrence network presented seven professional duties of teacher educators during neoliberal internationalisation including (1) teaching for social justice, (2) fostering global consciousness of student teachers and sustainability in internationalisation, (3) engaging in professional learning, (4) providing global competence education for student teachers, (5) addressing the technification of teacher education accelerated by the COVID-19 pandemic, (6) integrating research into teaching, and (7) promoting (multi)cultural awareness in language teacher education. The complexity of teacher educators' professional lives calls for support and collaboration from stakeholders to enhance their resilience under the increasing influence of neoliberal internationalisation.