IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B
Abstract
The introduction of the five-year primary teacher education program in Norway in 2017 positioned the master’s thesis as a central innovation intended to link research, reflection, and professional development. This study explores how teacher students experience that working on the master’s thesis strengthens the relationship between theory, professional identity, and practice collaboratively constructed learning processes. The empirical foundation consists of focus group interviews with students in a primary teacher education program. Theoretically, the study draws on sociocultural learning theory (Vygotsky, 1978) and concepts of collaboratively constructed learning processes (Klev & Levin, 2020), emphasizing that professional growth occurs through collaboration, dialogue, and reflective interaction. Recent research underscores the importance of integrating research-based knowledge and professional practice to enhance teacher education quality (Munthe & Rogne, 2022; Toom et al., 2021). Findings indicate that the master’s process provides opportunities for students to bridge theory and practice, promoting reflective competence (Ottesen & Munthe, 2021) and a shared professional language. However, students also highlight challenges in translating academic reflection into challenges related to the use of reflection competence in classroom practice and it is revealing a need for stronger alignment between research competence and professional practice. The study concludes that the master’s thesis can serve as a key arena for developing professional identity and capacity building when supported by collaborative structures and reflective dialogue. Strengthening the connection between theory and practice as well as collective learning is essential for sustainable professional growth in teacher education.
Trond Lekang is a Professor in Education at Nord University. His research interests particularly concern adapted education, school leadership, supervision/mentoring, school development, and the relationship between pedagogy and technology. He has published several articles and disseminated his research through international research conferences on school development, school leadership, innovation in teacher education, supervision, the use of new technology, and online facilitation.
Bente Forsbakk is a Professor of Education at Nord University, Bodø campus, and teaches in the primary teacher education program. Her research interests concern pupils’ and students’ learning, teachers’ digital didactic design, and the added value of technology in learning processes. She has previously published articles on quality development in schools, on pupils’ and students’ learning, and on the use of technology as part of learning processes.
8:30 am - 10:00 am
Friday 26th June, 2026