This study explores the tensions experienced by partners in a collaborative project aimed at enhancing the induction of newly qualified teachers (NQTs) in Norway through research and policy development. The project, known as STEP, involves the University of South-Eastern Norway, UiT-The Arctic University of Norway, Union of Education Norway (UEN), Norwegian Teacher Student Union, and KS - The Norwegian Association of Local and Regional Authorities. These partners, each with distinct perspectives and expertise, collaborated to develop research- and experience-based knowledge on the transition from Master-based Teacher Education to the teaching profession. The primary objective was to influence the development and institutionalization of a national framework for mentoring NQTs, fostering both individual and collective learning. Our framework consists of position theory to analyze how the partners position themselves and others through their roles, identities and interactions (Vanassche & Kelchtermans, 2014). We also use the theory pf practice architectures that captures how specific social practices are shaped by three interrelated dimensions: cultural-discursive (sayings), material-economic (doings), and social-political (relatings) arrangements (Grootenboer & Edwards-Groves, 2024). These dimensions enable and constrain practices, influencing how they are produced, reproduced, and transformed. A critical self-study approach (Vanassche & Kelchtermans, 2015) was employed to investigate the practice within the STEP project, utilizing written materials from meetings and self-reflective notes from all the participants collected through an open reflective questionnaire. The results revealed tensions arising from differing interests and knowledge among partners, particularly in balancing fast policy development with slow research processes and the use of experience-based versus research-based knowledge. The findings underscore the importance of understanding and navigating tensions in collaborative projects to foster effective partnerships and innovation in educational research and policy. This study contributes to educational research by highlighting the complexities of partner collaboration and its implications for developing sustainable and diverse educational practices. This research is crucial for understanding how diverse partners can collaborate effectively to advance educational research and policy, especially related to induction.

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