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This article investigates interpretative repertoires and subject positions constructed through conversations among teacher educators, linking them to qualities of teacher education. Drawing on post-structuralist and social constructionist frameworks and group-conversation data, the study finds practical and theoretical knowledge positioned in contrast and discusses implications for education quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practical-and-theoretical-knowledge-in-contrast-teacher-educators-discursive-positions/593757/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practical-and-theoretical-knowledge-in-contrast-teacher-educators-discursive-positions/593757.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main aim?","Question",{"text":112,"@type":113},"To study interpretative repertoires and subject positions constructed in conversations between teacher educators and relate them to qualities in teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical framework guides the study?",{"text":117,"@type":113},"Post-structuralist and social constructionist theories.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about practical and theoretical knowledge?",{"text":121,"@type":113},"They appear in contrast, and this tension seems to affect education quality, prompting discussion of implications for combining knowledge forms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593757,1792490513,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 42 | Issue 8 | Article 3 |\n| --- | --- |\n\n2017  \nPractical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions  \nMarie-Helene Zimmerman Nilsson  \nHalmstad University, [marie-helene.zimmerman_nilsson@hh.se](marie-helene.zimmerman_nilsson@hh.se)  \nRecommended Citation  \nZimmerman Nilsson, M. (2017). Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions. Australian Journal of Teacher Education, 42 (8).  \n[http://dx.doi.org/10.14221/ajte.2017v42n8.3](http://dx.doi.org/10.14221/ajte.2017v42n8.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss8/3](http://ro.ecu.edu.au/ajte/vol42/iss8/3)  \nAustralian Journal of Teacher Education  \nPractical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions  \nMarie-Helene Zimmerman Nilsson  \nHalmstad University, Sweden  \nAbstract: Higher education in general and teacher education in  \nparticular have been subjected to significant changes. As there are  \nfew studies examining how actors rhetorically position themselves  \nwithin this context, the ambition of the paper is to study conversations between teacher educators related to norms and values in education.  \nThe aim of the paper is to study interpretative repertoires and subject  \npositions that are constructed in conversations between teacher  \neducators and to discuss these in relation to qualities in teacher  \neducation. The theoretical framework emanates from post  \nstructuralist and social constructionist theories. The empirical  \nmaterial consists of group conversations with teacher educators. The  \nfindings reveal that the practical and theoretical appear to be in  \ncontrast, which in turn seem to affect education quality. Finally,  \nimplications of the findings are discussed, where a future diagonal  \ndiverse discourse, combining theoretical and practical knowledge, is  \nargued for.  \nIntroduction  \nDuring the last decades, higher education in general and teacher education in particular have been subjected to significant changes. Education policy discourses of teacher education tend to change towards a teacher training paradigm where notions of best practice and effective teaching are influential at the expense of teaching based on research (Beach & Bagley, 2013; Sjöberg, 2011; Stremmel, [et. al](et. al), 2015). Changes in demands from students expecting to be served and rescued from difficulties are considered a consequence of neoliberal ideas influencing higher education, which both challenge and influence traditional education ideologies (Zimmerman Nilsson & Holmberg, 2014) . Further, there are similarities in policy changes with a tendency towards a globalisation of a neoliberal educational policy paradigm (Beach, 2010; Goodson, 2008; Harford, 2010). These changes also imply a shift in pedagogy from the teacher to the student, as well as a different teacher role (Zimmerman Nilsson & Holmberg, 2014; Gilis, [et. al](et. al), 2008; Peercy & Troyan, 2017). Tendencies such as these may threaten central aspects of professional knowledge (Riksaasen, 2002) . Thus, thereis a significant need for analyses of how teacher educators position themselves within this context of contemporary teacher education and what these positions suggest about professions eduation and professional knowledge. The aim of the paper is to study interpretative repertoires and subject positions that are constructed in conversations between teacher educators and to discuss these in relation to qualities in teacher education.  \nProfessions are defined as consisting of both professional knowledge and scientific studies (Beach & Bagley, 2013) . Further, they connect abstract theoretical knowledge to practical skills (Brante, 2010). However, in higher education, changes in policies have been influential concerning professionalism and professional identity. Policy changes in Sweden  \nVol 42, 8, ","cbCaimmXSIVNambX","https://ap.wps.com/l/cbCaimmXSIVNambX","pdf",332187,15,"English","# Introduction\n## Policy shifts in higher education and teacher education\n## Professional knowledge, discourse, and knowledge types","[{\"question\":\"What is the paper’s main aim?\",\"answer\":\"To study interpretative repertoires and subject positions constructed in conversations between teacher educators and relate them to qualities in teacher education.\"},{\"question\":\"Which theoretical framework guides the study?\",\"answer\":\"Post-structuralist and social constructionist theories.\"},{\"question\":\"What do the findings suggest about practical and theoretical knowledge?\",\"answer\":\"They appear in contrast, and this tension seems to affect education quality, prompting discussion of implications for combining knowledge forms.\"}]","Practical and Theoretical Knowledge in Contrast: Teacher Educators´ Discursive Positions | PDF",1792077862,38]