This study seeks to investigate how school-based mentor teachers navigate institutional boundaries within an initial teacher education partnership initiative. The motivation for this investigation stems from the enduring challenge faced by teacher education programs in effectively leveraging the expertise within schools, particularly that of school-based mentor teachers guiding teacher candidates in their professional practice. Ongoing educational reforms worldwide aim to establish more collaborative and less hierarchical partnerships between universities and schools. In the Norwegian context, the strategy outlined in Teacher Education 2025 emphasizes strengthening partnerships through mutual commitment to program development and research in Initial Teacher Education (ITE). The overarching goal of these partnerships is to cultivate more effective teacher education programs by sharing resources, expertise, facilities, and decisions to achieve mutual objectives.

The study is theoretically anchored in Engeström's (2001) concept of horizontal expertise, specifically exploring how expertise is distributed across activity systems where participants share common goals but operate in different organizational contexts. Horizontal expertise acknowledges equal contributions from professionals to collective activities, fostering collaboration on a "shared meeting ground." Additionally, the study employs Akkerman and Bakker's (2011) concepts of boundary crossing and boundary object, illustrating how collaboration can transpire at the intersection of schools and the university through a shared boundary object.

To facilitate collaboration, school-based mentor teachers, primarily employed in primary schools, were seconded (20%) to collaborate with university-based teacher educators on various activities such as curriculum development, lesson planning, co-teaching, and assessment.The study addresses the following research question: How do mentor teachers experience crossing institutional boundaries as joint faculty in an initial teacher education partnership? The further builds upon existing research examining how teacher practitioners navigate institutional boundaries and how their situated knowledge and expertise can complement the expertise of university faculty.

The study's data emanates from qualitative interviews with 11 school-based mentor teachers engaged as joint faculty at the university. The recruitment of mentor teachers for the partnership project involved collaboration between two municipalities and university stakeholders, following a comprehensive application process. These mentor teachers maintained their status as school district employees while contributing as faculty one day a week (20%) across various university departments connected to teacher education. Participants were deliberately selected for their extensive knowledge and experience relevant to the study. Reflexive thematic analysis was employed to interpret the data, which included elaborations on individual experiences, understandings, and perceptions.

The findings can be summerized in three overarching themes: (a) professional dissonance, (b) professional contribution, and (c) professional growth. The results illuminate the challenges faced by school-based mentor teachers when transitioning to the university, emphasizing the delicate balance required between distinct roles and organizational contexts. Tensions arose in collaboration with teacher education faculty, particularly concerning the potential alienation caused by "academic" jargon and highlighting uneven power dynamics. Emphasizing the significance of authentic relationships, school-based mentor teachers underscore the gradual development of mutual recognition of expertise over time. Despite challenges, the results suggest that this partnership model opens new avenues to bridge knowledge from schools and the university, with professional digital competence emerging as a significant boundary object fostering shared collaboration. Participants also reflect on how the partnership contributes to their professional development and strengthens their identification with the role of a teacher educator. This study illuminates the transformative potential of a collaborative partnership between university educators and school-based mentor teachers as they collectively function as boundary workers within the realm of initial teacher education. Navigating the intricacies of organizations marked by different structures, cultural norms, communication styles, and reward systems, the research underscores the imperative for closer collaboration. It sheds light on how learning and professional development in teacher education extend beyond individual domains and practices, manifesting in a dynamic partnership where actors with diverse expertise engage in dedicated collaboration centered around a shared boundary object. Consequently, the traditionally perceived boundaries between universities and schools not only hinder teacher education development but also harbor considerable, often overlooked potential for expansive and enriching forms of learning.

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