The student teachers’ experiences of tripartite collaboration in the start-up phase of the R&D assignment

Abstract

This article focuses on the student teachers’ work with the R&D assignment in their 3rd year of study. The article is based on a study where cultural historical activity theory (CHAT) was the theoretical framework, and where the change laboratory was a central meeting place for student teachers, teacher educators and practice teachers. The article answers the following question: How do students perceive tripartite collaboration during the start-up phase of the work on the R&D assignment? It is the start of the work with the R&D assignment that is in focus, and how this can form the foundation for further development. The study was carried out as a qualitative case study, and dialogues from the first three change laboratories in the work, as well as interviews related to these change laboratories, constitute data material for the study. The data material was ana­lyzed using open coding as described in the constant comparative analysis method. The main categories that were developed in this analysis process were: “Experiences with previous practice-oriented tasks”, “Joint planning for relevance in school and uni­versity”, and “Students’ role and perceived benefit”. The students found it meaningful and motivating to focus on areas that the school needed to develop. The students have also experienced the collaboration with practice teachers and teacher educators on the R&D assignment as meaningful and useful for them as future teachers.