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This paper reports on a study of teacher educators preparing teachers for the Further Education and Skills sector in England. Thirty-six teacher educators participated in an intervention intended to enhance understanding of subject-specialist pedagogy. Based on a socially-situated conception of pedagogical content knowledge, the intervention included a workshop supplemented by specially-developed learning resources. Data on prior knowledge, initial reception, and longer-term impact was collected by pre-intervention survey and at least one post-intervention interview. The paper explores how the intervention impacted participants' understanding and practice, and proposes a typology for understanding the longer-term sustainability of this impact. • Intervention to develop teacher educators' knowledge of subject-specialist pedagogy. • Impact of the intervention investigated by survey and semi-structured interviews. • Participants initially reported significant potential for impacts on practice. • Variable longer-term impact: reports of improved practice but also of no change. • Structural explanations specific to English further education sector are explored. [ABSTRACT FROM AUTHOR]