Colleagues’ positioning of newly qualified teachers with a master’s-based education

This study explores how colleagues position Newly Qualified Teachers (NQTs) entering schools with a reformed, academically oriented master’s-based teacher education. The research question is: How are NQTs with master’s-based teacher education positioned by their colleagues in relation to themselves and school management? Drawing on the theory of practice architectures and positioning theory, we conducted eight group interviews with colleagues of NQTs and analysed the data using reflexive thematic analysis. The findings showed that colleagues often position NQTs as underprepared for the practical demands and diversity of teaching while valuing their new ideas, engagement, and subject-based knowledge. NQTs are expected to adapt to existing school cultures and manage full responsibility from the beginning. Colleagues report limited time for collaboration and support, placing responsibility on school management and raising questions for teacher education about balancing academic preparation and professional practice.