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This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising the relationship between teachers’ independent scientific work and their professional qualification. Healey’s (2005) model, characterising four distinctions between research and teaching, provides a frame for analysing the theoretical concepts used in the present study. In this empirical study, 18 teachers were interviewed twice, immediately after completion of teacher education and after one year in the profession. The qualitative content analysis results in three themes characterising the teachers’ experiences with their master’s theses, focusing on their learning experiences and their relation to the teaching profession. These themes are subject knowledge, research-related knowledge and self-knowledge. The results show that the master’s thesis can be perceived as a tool for developing teachers’ knowledge, yet there is a need to facilitate the integration of their knowledge into their daily work and its relevance for the school community. Svensk sammanfattning Svensk titel: Masteravhandling – ett redskap for professionell utveckling? Larares erfarenheter fran finlandsk lararutbildning Var studie syftar till att undersoka larares erfarenheter av att skriva masteravhandling. Studien undersoker erfarenheterna bade i slutet av utbildningen och efter ett ar i yrket. Ur tidigare forskning framgar att relationen mellan det sjalvstandiga vetenskapliga arbetet och dess betydelse for lararens professionella kompetens ar komplex. Healey’s (2005) modell visar fyra karakteristiska drag mellan forskning och undervisning och ger en referensram for analys av de teoretiska begrepp som anvands i studien. I den empiriska undersokningen intervjuades 18 larare vid tva olika tidpunkter, genast efter avlagd lararutbildning och efter ett ar i yrket. Den kvalitativa innehallsanalysen resulterade i tre overgripande teman som karakteriserar erfarenheter nya larare har av att skriva en vetenskaplig avhandling och av kunskaper och relation till lararyrket. Temana benamns; amneskunskap, forskningsrelaterad kunskap och personlig kunskap. Resultatet visar att avhandlingen visserligen utgor ett redskap for larares kunskapsutveckling, samtidigt som lararna understryker behovet av en tydlig koppling till det dagliga arbetet sa att dess relevans for yrkespraktiken ar framtradande.

Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education