ABSTRACT
Adopting a spatial lens enables a richer account of the ways in which location and context can affect teacher education. Using the spatial triad proposed by Lefebvre and Harvey, this chapter outlines how teacher education contributes to the production of space through location, relative space and representational space. University-based teacher education has a particular advantage around scale, and the second part of the chapter outlines different adaptations that universities have made to ensure that large-scale teacher education is still high quality. No doubt scale adds complexity, but it also signals opportunity, particularly if understood within the dimensions of its location.
