Abstract
ABSTRACT This study was conducted within the framework of the cultural historical activity theory (CHAT), focusing on tripartite collaborations among university teachers, practice teachers, and student teachers. Change Laboratory workshops were held, where participants discussed what enables and what constrains student teachers to accomplish their assignments. Transcripts of the audio-recorded discussions were analysed using the constant comparative method and D-analysis, a protocol for analysing communication in discussions. The study results show that all voices were heard and that the parties gradually managed to move from separate positions towards a joint focus and new ways of collaborating. The solution includes a new and more active teacher educator role for the practice teacher. The study contributes to the debate on how universities and schools realise a professionally oriented teacher education.
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