For a long time it has been pointed out that there is a gap between theory and practice in teacher education (Korthagen, 2010) and a gap between the campus and field - based teacher education (Klien, Taylor, Onore, Strom & Abrams, 2013; Zeichner, 2010). As early as 1904, John Dewey expressed a critique of the gap between theory and practice in teacher education. Gorodetsky & Barak (2008) and Dochy, Engeström, Sannino & Van Meeuwen (2011) also argue that there is a cultural gap between the teacher education and the school. Teacher education usually holds a hegemonic position in relation to the pre- / primary- / secondary-school that only becomes a field of education practice. Based on a long-standing criticism of teacher education and the distinction between theory and practice in recent years it´s has been an increasing interest in workplace learning (Luff, Hindmarsh & Heath, 2000; Rainbird, Fuller & Munro, 2004), and on transfer and transformation of knowledge between, for example campus and field - based teacher education (see Tuomi-Gröhn & Engeström, 2008). Also that learning situations should be authentic (Petraglia, 1998) and based on issues that are perceived as close to reality. This interest shift can partly be seen against a background of a changed view of knowledge and learning, and a shift in perspective on what skills the teaching profession requires.

The present article takes these issues as a starting point and investigates a development project at a pre-school teacher education program in Sweden whose overall aim was to develop the relationship between the campus and field - based teacher education. The purpose is to analyze how learning at the campus and field - based education and learning is realized and how the students experience the education. More specifically the study have an interest to investigated and analyzed study patterns of 193 preschool teacher students regarding their learning in campus and field - based education, and how knowledge and skills are transferred and transformed between the campus and field - based education. The empirical case is a preschool teacher education with 193 students and one student group that was recruited to the program where as 88 nursery nurse that worked in municipal pre-schools. As a reference to these group 105 regular-campus students were recruited to the pre-school teacher education and they conducted a traditional field - based education. These two groups were organized into separate course groups who were taught by the same teacher. The syllabus was common, as well as literature. The nursery nurse education did not follow the regular semester division and their tempo was high. The studies were run in parallel with their regular work as a nursery nurse. The nursery nurse students moved between campus education and regular work (field - based education) and create preconditions for a new form of teacher training. The two groups (nursery nurse and campus) have not only different input to the everyday practice in pre-school they also had various entrances to the theoretical studies. Study conditions for the nursery nurse were demanding. Many had no previous experience in education after completion of secondary education. Tuition rate was high (75%) with available only one working day at week to pursue studies. The purpose of locating a large part of the nursery nurse field - based education to their own work was to link up with authentic learning situations. A basic idea was that the preschool where the nursery nurse had their employment would assist students with support during the training. This happened to some extent, including the students had a tutor attached to it at their workplace.

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