Over the past decades, there has been a growing emphasis on developing top-quality teacher education programmes that prepare teachers to adapt to future demands and changing circumstances (Darling-Hammond & Hyler, 2020). The same trend can be found in Norway and in 2017, the primary and lower secondary school teacher education was reformed and changed to five-year master’s programmes. A research-based approach was implemented with the goal of developing a teacher education with high academic standard, strongly integrating theoretical studies with practical teaching experience (cf. Jakhelln et al., 2019). Despite these efforts, challenges persist, and there is an ongoing discussion about the role and significance of research in the reformed teacher education. Previous studies indicate that Norwegian student teachers perceive the relationship between theoretical studies and practical training in teacher education as weak, finding the relevance of their research-based knowledge for the teacher profession to be insufficient (cf. Spernes & Afdal, 2021).

To foster a successful relationship between theory, research, and practice, research-based knowledge needs to be disseminated, made accessible, and utilized by practicing teachers and the school community. This aligns with UNESCO’s Recommendation on Open Science (UNESCO, 2021) and the European Commission’s dissemination and exploitation strategy(European Commission, 2023). However, there has been little empirical research on how a research-based approach is realised in teachers’ work, specifically how teachers use research in their everyday practice. Some studies indicate that research-based knowledge does not seem to be practically valuable for teachers (Koski et al., 2023; Wahlgren & Aarkrog, 2021). Teachers primarily acquire new educational knowledge through media sources, and their lack of engagement with research is mainly due to time constraints, difficulty accessing relevant studies, and low confidence in engaging with academic research.

By using technology and digital tools, research-based knowledge can be disseminated, made accessible, and utilized by practicing teachers and the school community (Fernández-Batenero et al., 2020; Putortì et al., 2020). In Norway, a substantial number of studies have been conducted on digital competence and how teacher education supports student teachers in acquiring digital skills (Norhagen et al., 2024). Furthermore, research shows that particularly video can serve as a bridge between theory, research, and practice (Körkkö et al., 2019). To successfully communicate science, a video should have certain key elements, such as non-technical vocabulary, a simplified speech structure, a narrative format as well as carefully crafted introductions and conclusions aimed at fostering community engagement (Morcillo et al., 2016; Welbourne & Grant, 2016). Compared to text, well-designed videos seem to be more effective in bridging the gap between the scientific community and the wider public, thereby facilitating the dissemination of scientific knowledge (Putortì et al., 2020).

In this study, the aim is to explore a project that focuses on how student teachers can use videos to share the research-based knowledge from their master’s theses with practicing teachers and the school community. The research question posed is: What are the characteristics of a video project aimed at enhancing dissemination of research-based knowledge from master’s thesis to practicing teachers and the school community?

The project follows design-based research (DBR), which places critical importance on advancing both practical application and theoretical understanding (McKenney & Reeves, 2019). DBR centers around reflection-driven innovation through cyclical testing. In this project, one cycle of DBR is implemented. DBR can be outlined through three core elements of a flexible process. The project begins with an analysis of the problem to understand and define it by drawing inputs from both theory and practice. Based on the research context and goal, the researchers explore and decide which methodologies to employ. In line with DBR, this project is initiated with exploration, focusing on the development of video as a tool for disseminating knowledge. Based on the initial analysis, the researchers design and construct the intervention. The process involves mapping and building creative solutions informed by theory, empirical findings, and craft wisdom. In this project, three student teachers disseminate their research-based knowledge from their master’s thesis by using video. A close collaboration is established with The Teaching Laboratory at the university, supporting students in the video creation process. The intervention is evaluated through various methods. In this project, the data are collected through meeting notes, observations, reflection notes, and interviews. All data are analysed inductively using conventional qualitative content analysis, and partly following the thematic analysis presented by Braun and Clarke (2020). Finally, reflection allows the researchers to connect actions and findings, enhancing the project’s success. The collaboration among teachers, researchers, and students in the project, coupled with data triangulation and detailed descriptions, underscores the solid foundations on which findings and discussion are based.

The student teachers participated in the project because they wanted to make their research more accessible to a broader audience. They particularly emphasized the importance of disseminating and sharing their research-based knowledge with practicing teachers and schools, thereby enhancing the relevance of their studies to the teacher profession. During the video creation process, the students gained a deeper understanding of their master’s thesis, which helped them grasp the essence of their work. This experience resulted in a shift from a scientific to a popular scientific approach, enhancing both their academic and professional competencies. Consequently, the project can facilitate student reflection and improve their professional competence. The popular scientific video, with its engaging approach, can further increase interest in teacher education and make it more accessible to potential student teachers. Various support systems were organized to assist the student teachers in successfully creating videos. While these efforts were largely successful and appreciated by the students, challenges also arose. A tight timetable complicated the process, and the organized teaching sessions were considered overly instructive and even stressful. The students valued personal guidance from a student assistant and wished for more accessible and individualized support throughout the process. Therefore, to enhance the creation of successful videos, students need large autonomy and freedom, along with robust support structures and personalized guidance. The Teaching Laboratory provided recording equipment and a stimulating learning environment, recognizing its crucial contribution to the project’s success. Thus, the opportunity to learn about video and video production through the project was valued by the students and deemed highly relevant to their future work. However, if we want student teachers to disseminate research to practicing teachers and schools, this approach and accompanying activities must be established as mandatory components of the teacher education programme and incorporated from the start of their education.

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