Minister Kari Nessa Nordtun urges practice‑focused master work At the “Lærere bygger samfunn” conference on 12 February, the knowledge minister highlighted the need for master theses that are closely linked to classroom practice [1].
Entrepreneurial master theses already exist in teacher education Five Norwegian teacher‑training programmes have adopted this model, and enrollment is growing [1].
The model requires students to create and test a didactic product Students identify a real‑world school need, develop a research‑based solution, pilot it, analyse results and refine the tool, mirroring everyday professional tasks [1].
Evaluations show high relevance and solid research quality Both university supervisors and school practitioners report that the theses are transparent, theory‑driven, and directly improve teaching practice, with students describing the work as meaningful [1].
Schools welcome the innovations, citing concrete examples Projects include a personal‑economy storyline for lower secondary, a “Nyord” word‑game for early learners, and music‑warm‑up exercises; all are listed in a digital repository [2].
Authors invite the minister to review the existing resources They argue the entrepreneurial thesis format fulfills the minister’s call and should be recognised as the solution for practice‑oriented master work [1].