School-based teacher educators’ experiences of collaboration in field practice

Abstract

This study explores Norwegian school-based teacher educators´ (SBTEs) experiences of tripartite collaboration in teacher education. Using a mixed-method approach, the study combines quantitative survey data (n = 242) with qualitative insights from reflective journals (n = 21). Despite governmental directives on facilitating third-space activity in teacher education, the findings reveal a considerable discrepancy between trends and actual practices. Most SBTEs work alone and lack arenas to collaborate, both within their partner schools and with the university. The study underscores the importance of mentoring competence, and structured third-space activities to enhance the quality of teacher education. Closer attention to the role of school leadership and mentor education programmes can be key factors in fostering enhanced collaboration and coherence among different parties.