‘Is there anything more to professionalism than knowledge?’—relating theory and practice in a university-based institutionalisation of a third space for preservice teachers

This article investigates practices that engage preservice teachers’ ideas of professionalism within the context a university-based mentoring programme. The case is explored by observation sessions, analysis documents grounding and mentor mentee interviews. Practices are investigated through theory practice architectures made subject thematic analysis. purpose investigation to highlight how can contribute enhancing understanding different aspects professionalism, particularly those related expectations professional competence. findings show widening contextual factors, like power relations, come into play in practices. analyses illuminate being negotiated third space institutionalised campus-based programme teacher education.