In the presentation, we examine the construction phase of the national database for teacher education (FinTED) in the framework of expansive learning. We ask the following questions: How did the need for the FinTED research infrastructure in the construction phase come about? How can the development of FinTED infrastructure be understood through the theory of expansive learning? FinTED was launched as an activity funded by the Ministry of Education and Culture, bringing together the actors, materials and functions of teacher education. All Finnish universities with extensive teacher training are included. The growing strategic importance and impacts of research infrastructures have been recognised in different fields of science. Research infrastructures have the potential to improve research opportunities and open science by bringing together discipline-specific data, information and actors in the scientific community (Fabre et al., 2021). Throughout the history, Finnish teacher education has become an internationally respected part of our education system and plays a key role as the basis for citizens' competence and education (Tirri, 2014). At the heart of this activity, the master's level research-based teacher education has carried out its mission by offering teacher students research-based teaching, in which students learn, among other things, critical thinking skills and how to research and apply the research knowledge they have acquired (see Mikkilä-Erdmann et al., 2024). Critical thinking, research data and research-based development are increasingly needed in a situation where the previous success of the field is challenged by the weakening PISA results of students and the maintenance of the general attractiveness and retention of the field. (Heikkilä, 2022; Vilppu et al., 2022.) In examining the construction phase of FinTED, we utilise the theoretical framework of expansive learning, which focuses on collective change of practices through analysis, modelling, implementation and reflection on new forms of activity. Expansive learning is characterized by a repetitive, non-linear nature that combines theoretical and practical perspectives. The expansive learning process is guided by stages, which provide tools for structuring learning and development. (Engeström & Sannino, 2010.) In structuring learning, we utilise the material created during the construction phase of FinTED, the meeting memorandums included in the activities, and the material of the planning and development workshops of the activities. Based on the analysis, we will bring into the discussion, among other things, the contents and learning actions of the first stages of learning cycles.

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