This study explores thechallenges in supporting and assessing action research projects related tobachelor’s theses for research-based initial teacher education in Norway. Thedata consist of two types of texts – the official information about the bachelor’sthesis from the university and 10 theses where the students complained aboutthe assessment. The results are considered by using a theoretical framework ofassessment as a process of communication and by applying the concept ofboundary crossing. The results show the lack of communication and tripartitecollaboration among students, practicum teachers and university teachers aspresupposed. Communication and democratic dialogue are crucial elements ofaction research, and the findings suggest that the assessment process shouldfocus on ‘feedforward’ in an open dialogue more than ‘feedback’ through writtentexts or marks. Our research findings add to the knowledge on the design ofresearch-based programmes of study in general and assignments based on actionresearch in particular.
- Bachelor's thesis
- Action research
- study design
- Initial teacher education
- Research-based teacher education