Master's Thesis Supervision for Educational Innovation

This study investigates the experiences of teacher educators supervising master's theses in Norway's restructured five-year teacher education program. Introduced in 2017, the reform aimed to strengthen professional competence through a research-based approach and critical reflection. Using a qualitative design, the study explores the perspectives of five teacher educators, focusing on strategies, challenges, and the integration of research with practice. Findings reveal that supervisors employ holistic strategies, balancing academic demands with personalized support to promote inquiry-based learning and professional growth. Relationship building, clear communication, and mutual learning are emphasized as key factors. However, challenges such as limited resources, fragmented structures, and varied student preparedness hinder the effectiveness of supervision. Supervisors view the master's thesis as a vehicle for innovation and lifelong learning, bridging the gap between research and practice. By addressing structural inefficiencies and promoting a shared understanding of supervision, this research contributes to the development of a more integrated, practice-oriented, and research-driven teacher education framework. In conclusion, this study highlights an important innovation potential in developing local structures for collaboration and knowledge sharing among supervisors. Innovation in this context is about fostering a culture of collegial collaboration and continuous professional development within the daily realities of teacher education institutions.