Abstract
The topic for this article is experiences from the project PRANO (Practice Oriented master theses in the L1 subject). The goal for the project was to develop models for collaboration between practice schools/teachers and university/master thesis supervisors. More specifically, the article discusses how the work process tied to the master theses in the five year integrated teacher education for year 1-10 can be linked to the students’ practice periods, how research-based and practice-based knowledge play together in this process and how participants with different roles contribute to the students’ work process. Considering political steering documents and theories about third space, we analyze statements from students, master thesis supervisors and practice teachers about the collaboration and the organization that PRANO has facilitated. Also, the article discusses how different types of knowledge play together in different phases of the students’ work with their master projects. The analyses show that through the project, a space is created where all participants – students, teachers and supervisors, develop their knowledge, and that hierarchical structures between university and practice field, are demounted.
Published Version
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