University College studies traditionally take place mostly at the campus. Only relatively newly workplace has been regarded as a potential main arena for pre-school teachers’ education. In this paper we will focus on that; that is we will discuss the potential professional relevance of a part-time education where the students work steady in a kindergarten but have a few days off weekly to study and take part in prepared courses at the University College; courses where they learn about theories and skills that they are to try out in the kindergarten and evaluate afterwards. In addition to this, the university college teachers regularly meet groups of students and their leaders at their workplace to participate with children and students in some pedagogical work and reflection.

International educational research have increasingly focused on the relevance of learning and training at work (Luff, Hindmarsch & Heath 2000, Rainbird, Fuller & Munro 2004),  but also on how the knowledge acquired in college can be made more practically relevant at the workplace (Tuomi-Gröhn & Engeström 2008).

Research questions

 The following questions are of special interest for us:

• What consequences does it have for the pre-school students’ professional qualification that their educational learning mainly takes part in near-to-realistic situations in the kindergarten and that they are given the possibility to study and reflect on these situations, using experiences and theoretical perspectives learned at the college?

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