Teacher education in many countries is currently experiencing a decline in recruitment despite an increasing need for teachers. At the same time, while teacher education in Norway is becoming more academic through master's specializations, society demands teachers who are both knowledgeable and skilled in relationship-building with students to successfully lead diverse classrooms. One proposed solution to recruitment challenges and the need for professional teachers, is the development of partnerships between teacher education and professional practitioners in schools (Hermansen & Mausethagen, 2023). Fruitful partnership models would possibly provide student teachers additional arenas for practicing teaching while teacher educators and school practitioners would benefit from the opportunity to mutual learning, while crossing boundaries across sites (Akkerman & Bakker, 2011). Practices essential in partnerships have the potential to improve the quality of both teacher education and the teaching profession.

Previous research (Coburn et al., 2013; Daza et al., 2021; Nilsen & Helstad, 2023) has highlighted both possibilities and obstacles in partnership where people from different institutions, such as higher education and schools, interact in ways that challenge traditions and common norms for collaboration. Historically, teacher educators and teachers do not intervene much in each other’s’ work. However, policy expectations, which expect new models such as partnerships, challenge ordinary ways of working and involve tensions and uncertainty among participants. This calls for leadership and scholars, have pointed to the need for leaders who can coordinate initiatives, identify common goals and develop sustainable collaborative systems in partnership arrangements. Leadership involves facilitating and supporting new practices that challenge established routines (Carvalho et al., 2021). Carvalho et al., 2021). Still leadership in partnerships in teacher education remains an underexplored area in research (Lillejord & Børte, 2016).

Teacher education, as part of higher education, is characterized by historical traditions and established structures that can hinder innovation and development of new practices,  leading to slow changes (Hermansen, 2020). Educational leadership within institutions such as teacher education where leaders are responsible for ensuring quality, supporting staff and adapting to policy changes (Møller & Rönnberg, 2021). Institutional practices embrace pedagogical practices such as teaching and assessment and organizational practices involving structures, routines and strategic objectives. Leadership involves navigating between these practices and policy expectations concerning institutional development. Formal leaders, such as department heads, hold explicit leadership responsibilities, while informal leaders among academic and administrative staff might take initiatives and responsibility in specific development projects, as is the case in holding leadership responsibility in the context of partnership.

This paper explores leadership that emerges in the development of partnerships in teacher education where participants from teacher education, municipalities and schools collaborate in new ways on specific tasks relevant for the profession in a broad sense. Building on theories on leadership (Møller & Rönnberg, 2021) and institutional theories (Hermansen, 2020) and Akkermann and Bakker’s concept of boundary crossing (2011), the paper aims to enhance our understanding of the significance of leadership when traditions in higher education is challenged. The partnership we refer to has been carried out in close collaboration with school owners, school leaders, and teachers through distributed leadership (Azorin, 2020; Spillane & Camburn, 2006). The research questions examine what characterize leadership roles that emerge and are relevant in fostering new institutional practices within partnerships where the ambition is to improve the quality of teacher education, and to facilitate for recruitment and better conditions for student teachers. We examine how leadership might challenge inappropriate organizational routines and traditions and support the development of new institutional practices that fit partnership arrangements. We display the opportunities and challenges as new practices emerge, and we point to implications for further research.

The researchers, all of whom are teacher educators and authors of this paper, have been involved in partnership work at a teacher education institution in Norway. This particular project is externally funded and spans over a three-year period. As part of the project, new forms of collaboration between the field of practice and teacher education are being developed. One form involves a learning network, where school owners, teacher educators, and student teachers are represented and collaborate on innovations. This includes the development of master's theses, enhancing the quality of student guidance during practice, and creating new continuing education programs. As part of the learning network, we have contributed with diverse leadership expertise and experiences. One of us (the first author) has held the overarching coordination responsibility for the partnership work. The second author has taken on the specific role of leading the work within the learning network, connecting key stakeholders who have brought various competencies to the table. The third author has had a specific responsibility for the research dimension, particularly because she holds a doctoral degree in the field. Additionally, the third author has initiated and been a driving force in the development of knowledge, contributing to the dissemination of findings and providing a vocabulary for the activities undertaken. The study underlying this paper employs a methodology based on reflexive research (Alvesson, 2018), informed by a constructivist perspective, recognizing that knowledge is socially constructed and context-dependent (Schön, 1979). The study employs a comprehensive and multi-faceted reflexive and explorative methodological approach. Data sources include meeting protocols, seminar presentations, reflection logs and observations. This approach allows for a thorough exploration of the development processes within the educational context under study. The researchers, who hold insider positions (Kvernbekk, 2005), have critically engaged with the material and involved external peers for additional evaluation. This includes sharing and discussing their findings with colleagues at several educational conferences and presenting their analyses in research groups. Their insider status provides them with unique insights and access to the context being studied, whereas this reflexive approach, involves a critical examination of how their experiences and assumptions, may influence the research outcomes (Alvesson & Sköldberg, 2018). Throughout the research process, the researchers have actively engaged with the empirical material, reflecting on their own roles and perspectives. We have applied a practitioner research stance seeking to enhance institutional practice. (Cochran-Smith & Lytle, 2009).

Preliminary findings suggest that leadership in various forms serves as a driving force in partnerships between the school sector and teacher education. Leadership increases the possibilities to enhance the potential of mutual learning and emerges as a crucial factor in facilitating collaboration. Based on our reflective research, we trace three leadership roles that have emerged as relevant in partnerships. We refer to these roles as a system architect, a bridge-builder and an academic guarantor. The system architect holds a holistic understanding and responsibility of the various institutional systems involved. The bridge-builder acts as a translator of institutional needs and norms, whereas the academic guarantor applies theories on approaching challenges. The three leadership roles, which have been identified, seem to contribute to the common goals in partnerships and crossing boundaries. In various ways these leadership roles contribute to relational trust and innovative approach, the fact that the participants can take each other's perspectives, based on mutual dialogue. The study underscores the importance of leadership in navigating the complexities of partnerships. Various leadership roles seem to be crucial for achieving the ambitious goals, enhancing the quality of teacher education, and ultimately, the teaching profession. The partnership was grounded in local academic communities, challenging pedagogical and organizational practices. The study displays how informal leaders, as teacher educators, played a key role in driving the partnership forward and securing institutional anchoring. Close collaboration between teacher education and practice fields is essential for ensuring the quality and relevance of education. Developing deeper partnerships could enhance understanding and improve the content of teacher education, fostering a more knowledge-based practice. Future research should dig into experiences from partnership to look closely at what kind of leadership roles will contribute to sustainable partnerships.

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