Master thesis as boundary crossing mediating artefacts

Abstract

This chapter discusses improvements in the theory–practice integration in the five-year master’s programs in initial teacher education for grades 5–10 in the English subject. Based on the project, Learning, Assessment and Boundary crossing in Teacher Education, we exemplify and discuss the development of partnerships in our effort to integrate the domains of theory and practice in the master’s theses. The separate arenas responsible for teacher education, theory and practice, are brought together as an integrated domain for developing student teachers’ competence with knowledge and experiences constructed from both domains. Our focus on how English master’s thesis supervision in teacher education could benefit the three groups of participants involved, students, mentors, and university teachers, aims at reducing the gap between theoretical knowledge and practical experience in teacher education.