Teachers as Master’s Thesis Mentors in Initial Teacher Education

This paper explores how school actors (teachers and school leaders) understand the role of teachers as master’s thesis mentors within a tripartite collaboration. By ‘mentor’ we mean teachers who can provide guidance and support to student teachers in developing master’s theses. Drawing on theories of communities of practice, boundary objects and brokers, this study addresses the tensions between research-based and practice-oriented approaches in initial teacher education. Data were collected through open-ended questionnaires with school leaders and interviews with teachers and were analysed drawing on thematic analysis. In this study, the master’s thesis is viewed as a boundary object linking practical and theoretical knowledge. Our findings indicate that teachers did not view tensions between academic and practical knowledge cultures as obstacles but highlighted the importance of involving student teachers in the professional school community. Active participation in master’s theses introduces teachers to new methods, reconnects them with recent research, and provides new insights into their practice. Acknowledging the role of teachers can foster equal partnerships and addresses educational policy intentions regarding research-based knowledge and practical relevance in developing student teachers’ professional competence.