This study explores the tripartite collaboration between pre-service teachers (PSTs), school-based teacher educators (SBTEs), and university-based teacher educators (UBTEs), conceptualized as partnerships (Smith, 2016). Research indicates that fostering such collaboration presents challenges (e.g., Dille, 2023). To enhance these partnerships, all stakeholders must develop a shared understanding (Ministry of Education and Research, 2017). Coherence plays a crucial role in reducing tensions (Grossman et al., 2008), and Engeström & Sannino (2010) highlight the importance of identifying and addressing these tensions to support developmental processes. To improve field practice partnerships, a Norwegian university restructured its field practice groups. Previously, groups comprised PSTs from different teaching areas, whereas the new model ensures that all members share the same teaching specialization. Using homogenous sampling (Teddlie & Tashakkori, 2009), all PSTs, UBTEs, and SBTEs involved in third-year field practice across two teacher education programs were invited to participate in a survey. A total of 113 respondents participated: PSTs (75), SBTEs (26), and UBTEs (12). Data were collected via an online survey (Nettskjema.no) and analyzed using thematic analysis (Dalland et al., 2023). Preliminary findings highlight two main tensions. The restructuring facilitated a more in-depth focus but at the expense of a broader perspective on the teaching profession. The in-depth approach provided four key benefits: more active mentoring sessions, stronger alignment with PSTs’ teaching areas, a greater sense of professional learning community, and a deeper focus on mentoring. While most participants appreciated this depth, some preferred a broader field practice experience. A broader approach was associated with preparing PSTs for the complexities of the teaching role. Overall, the study indicates that grouping participants by shared teaching areas is highly valued. Despite promising initial results, variations remain in how different actors engage in field practice, particularly among UBTEs. The findings emphasize the need for universities to collaborate more effectively with partner schools to improve the administrative and pedagogical organization of field practice. While progress has been made in strengthening partnerships in teacher education, continued efforts are required to foster a shared understanding of field practice activities across all stakeholders.

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