Initial teacher education partnership as an example of ‘educational nexus’, often signals particular responses to normative questioning. Set within the ‘theory-practice’ nexus, partnership is positioned as the interleaving of various pedagogic/didactic D/discourses (Gee JP. Social linguistics and literacies. Ideology in Discourses. Routledge, 2012) to realise systemic development. Since the publication of Teaching Scotland’s Future (Donaldson G, Teaching Scotland’s future. Report of a review of teacher education in Scotland, In Education (Issue December), 2010) Scottish initial teacher education has spent considerable time developing supportive local authority/higher education institution/school partnership arrangements. Problematically, inter-group practice has been privileged over shared theoretical debate. This chapter proposes a ‘spatial heuristic’ centring on the epistemological matters of ‘identifying’, ‘knowing’ and ‘doing’ teaching. It proposes agency ‘…in which the agent is clearly decentred, an approach in which the achievement of agency is not an achievement of the agent alone but of the agent-in-interaction-with-others’ (Biesta G, Tedder M, How is agency possible? Towards an ecological understanding of agency-as-achievement. 44(0), 1–40, 2006) as a key part of professional development and that partnership, subsequently should be reconceptualised as ‘existing’ in the overlaps ‘between’ theory and practice.