Field Placement is an integral part of initial teacher education. Its basic function is to link theory and practice when learning in an authentic school or preschool environment. In the introductory part, the state of the art review presents the main challenges in developing professional experiences of work-integrated learning in teacher education. In 2010-11, a survey was conducted among faculty of education students. A ninety two  students participated in the last year of their study. The aim of the survey was to identify their experiences in field placement: how did work-integrated learning foster the development of their professional competences, how was work-integrated learning and mentoring organised, which teaching and learning methods were used, what was the role of the mentor, how did field experiences influence the conceptions students hold about the profession they are being educated for and which was the potential impact on career development. Special focus was on the generic and subject-specific competences that students applied and developed within transitional learning experience. Among general didactics competences the focus was on lesson planning, classroom management, teaching and learning methods, assessment, diversity and inclusive education. Special didactics competences were investigated within science, humanities, language and mathematics.

Field placement and the challenges of implementing working integrated learning and mentoring was investigated. Field placement establishes conditions for learning and assessment in authentic contexts. Predominantly such assessment is possible in the workplace (Vleuten, Schuwirth, Scheele & Driessen 2010). Eraut (1990) identifies six types of knowledge developed during work placement: situational knowledge, knowledge of people, knowledge of practice, conceptual knowledge, process knowledge and control knowledge. Schön (2002) highlights the tacit knowledge which is implicit and learnt through reflection of experiences in real life situations providing basis for professional development.

In transitional learning mentoring as workplace learning strategy is used. Within this study are investigated the organisation mode of mentoring in students’ field placement and how students evaluate mentor roles. Workplace mentoring has been conceptualised as providing career and psychological support.  Hawkins and Shohet (1989) have identified the three main mentoring objectives, to be educative, supportive, and managerial. According to Kram (1983), mentoring include: career support when focusing on career advancement, psychosocial support when focusing on competences and work-role effectiveness, and role model when focusing on attitudes, values, and behaviours.

The organisational structure within classroom teacher study programme and preschool teacher program of field placement has 9 weeks totally. Students are required to write diary based on reflections, design a portfolio and deliver final report supported by portfolio. Students are required to find the school in their home environments and make all the necessary arrangements. Mentor role is shared by mentor at the faculty and mentor in work environment. 

Research questions:

-          To what extent were varieties of competences developed and applied during field placement?

-          Did the field placement influence the conceptions students hold about profession?

-          Had the field placement experience influenced students' career plans?

-          Which learning methods do students use in work integrated learning?

-          What was the role of the mentor?

-          How did students score overall experiences and what were the perceived benefits and disadvantages of the field placement?

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