Norwegian science teacher educators' views of the master's thesis and the supervision process.
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| Title: | Norwegian science teacher educators' views of the master's thesis and the supervision process. |
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| Authors: | Jegstad, Kirsti Marie (AUTHOR), Eklund, Gunilla (AUTHOR), Aksland, Charlotte (AUTHOR), Mestad, Idar (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Oct2025, Vol. 69 Issue 6, p1240-1253. 14p. |
| Subjects: | Teacher educators, Science education, Supervision, Professional competence, Norwegians, Teacher education, Thematic analysis, Academic dissertations |
| Abstract: | The aim of this article is to investigate Norwegian science teacher educators' views of the master's thesis and the supervision process in connection with the recent change to five-year master's programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master's specialisation in science education were analysed inductively through thematic analysis. The teacher educators' perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master's theses. The science educators are positive about the general features of the master's thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The aim of this article is to investigate Norwegian science teacher educators' views of the master's thesis and the supervision process in connection with the recent change to five-year master's programmes. Interviews with fourteen science teacher educators from the seven teacher education institutions offering a master's specialisation in science education were analysed inductively through thematic analysis. The teacher educators' perceptions were represented by four themes: development of personal traits, academic competence, value for classroom practice and value for the teaching community. Furthermore, they emphasised being project leaders and having competence in science education and relational competence when supervising master's theses. The science educators are positive about the general features of the master's thesis, such as developing personal traits and more research-competent colleagues of teachers. However, the study revealed that many supervisors expressed a lack of competence and supervision experience, and we suggest involving teacher educators in research projects in education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2024.2419073 |
