This paper explores the discourses that relate to the beliefs and roles of teacher educators and the search for language to describe and understand ITE pedagogy. In particular, two concepts are explored. First, decomposition of practices, that is, breaking down practice into pieces that become the focus of attention in analysing teaching. Second, approximation, that is, bringing practice into coursework, where novices enact parts of practice to learn to teach. Decompositions and approximations, it is argued, provide a conceptual tool for describing some of the practices in professional education courses in ITC.Â
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