Learning to teach in out-of-university and out-of-school environments in primary teacher education in Estonia, Finland, and Sweden.

Autor/inn/en	Uppin, Helene; Norrman, Kimberly; Näkk, Anne-Mai; Areskoug, Linn; Timostsuk, Inge; Cornér, Solveig; Löfström, Erika
Titel	Learning to teach in out-of-university and out-of-school environments in primary teacher education in Estonia, Finland, and Sweden. Paralleltitel: Ucenje poucevanja v zunajuniverzitetnih in zunajsolskih okoljih v izobrazevanju osnovnosolskih uciteljev v Estoniji, na Finskem in Svedskem.
Quelle	In: CEPS journal, 15 (2025) 1, S. 245-272Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35101 10.26529/cepsj.1564
URN	urn:nbn:de:0111-pedocs-351017
Schlagwörter	Lehramtsstudent; Lehrerbildung; Lernen; Lernumgebung; Reflexion (Philosophie); Empirische Untersuchung; Fallstudie; Praxis; Estland; Finnland; Schweden
Abstract	Learning in diverse settings during pre-service teacher training equips future primary teachers with the knowledge and skills to teach in authentic learning environments later in their work lives. This experience helps to meet the varying needs of their future students who have increasingly diverse cultural and socio-economic backgrounds with varying levels of access to learning and knowledge. During their university studies, pre-service teachers need to recognise the value of out-of-school environments, reinforce awareness in practice, and reflect on experiences to deepen pedagogical thinking about learning environments. This multiple case study describes the common practices in the pre-service training of primary teachers at Tallinn University, University of Helsinki and Uppsala University concerning teaching in out-of-classroom learning environments. Our aim was to explore the ways that the three universities support pre-service primary teachers in using out-ofschool learning environments in their future practice. The authors intended to identify practices regarding the respective national curricula and university courses for pre-service primary teachers. They have three main suggestions for teacher educators regarding learning to teach in diverse environments: enable meaningful and reflective practical tasks in out of university learning environments for pre-service teachers; ensure the sustainability of external partnerships by stating collaborative practices in course programmes while leaving flexibility in the details; and reflect on professional networking across the boundaries of institutions. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3