Introduction

The point of departure for our study is the Early Childhood Teacher Education in Norway. A work-place based education has been developed during the last 5-6 years at Oslo and Akershus University College. This education offers new possibilities in the ongoing process of connecting learning in the professional field to campus-based learning. We think that special features of this education model have a potential to enrich and further develop the traditional education model. The challenge of “bridging the gap” between theory and practice is a general one in all teacher education.  In Norway the demand for a practice-oriented preschool teacher education is strong.  A new education model for preschool teacher education has recently been approved by the authorities and this is to be implemented in 2013. This study is restricted to an investigation of a special part of the education that regularly takes place at the workplace: A group consisting of 5-6 students plans a meeting in one kindergarten, usually with some activities involving the children. A teacher is present, as well as staff members. Reflection takes place after the activities have been carried out and a written assignment is handed in by the students afterwards. Finally, the teacher gives feedback on the assignments. In the following, we will use the term “field class”.  Our study is part of the project “Teachers’ Professional Qualification” at OAUC.

Research questions

After a short presentation of the structure and focus of work-place based education and the field class in kindergarten, the main research question is introduced: In which ways does this structure contribute to students’ learning outcome?  Further: How may we identify the most powerful elements of this reflection-group structure as far as learning is concerned?  In which specific ways does this structure enable a closer connection between what is commonly called “theoretical knowledge” and “practical knowledge”? What kind of dynamics are at work?  Is it possible to develop this  structure – in order to increase the outcome of learning even more?  In addition, we have established contacts with the University of Northumbria in Great Britain. They offer a work- based education for preschool teachers, with a rather different structure than the one in Oslo. Thus, a comparative perspective, focusing on the work-place as a learning environment, will be of interest to our study. 

Theoretical framework

Our aim is to understand the mechanisms and structures in the field class and hopefully be able to develop  it for increased learning-outcome. In accordance with this, we will base our work on a twofold theoretical framework – one associated with professional learning within the workplace  (Billett 2010, Eraut 2010, Boud and Solomon 2001, Schön 1987)  and one associated with  the more general relationship between different  types of knowledge in professional education and across institutional boundaries ( Wenger 1997, Toumi-Gröhn & Engestrøm 2003 , Havnes 2008).  

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