Learning to Teach in Out-of-University and Out-of-School Environments in Primary Teacher Education in Estonia, Finland, and Sweden

Oct 15, 2026

This multiple case study examines how three universities in Estonia, Finland, and Sweden support pre-service primary teachers in using out-of-university and out-of-school learning environments in future practice. It investigates common training practices at Tallinn University, University of Helsinki, and Uppsala University, focusing on alignment with national curricula and university courses. Findings emphasize enabling meaningful reflective tasks, sustaining external partnerships through stated collaborative practices while keeping flexibility, and reflecting on professional networking across institutions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Introduction

Diverse learning environments and out-of-classroom learning

Rationale for field trips and informal opportunities

Access and habits across different learning environments

Received: 22 December 2022, Accepted: 18 September 2023, Published on-line as Recently Accepted Paper: October 2023 DOI: [https://doi.org/10.26529/cepsj.1564](https://doi.org/10.26529/cepsj.1564) Learning to Teach in Out-of-University and Out-ofSchool Environments in Primary Teacher Education in Estonia, Finland, and Sweden Helene Uppin*1, Kimberly Norrman2, Anne-Mai Näkk3, Linn Areskoug2, Inge Timoštšuk3, Solveig Cornér4 and Erika Löfström4 • 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 outof-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. We intended to identify practices regarding our respective national curricula and university courses for pre-service primary teachers. We have three main suggestions for teacher educators regarding learning to teach in diverse environments: enable meaningful and reflective practical tasks in outof-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. Keywords: learning environments, pre-service teacher training, primary teacher education, reflective practice, case-study 1 *Corresponding Author. School of Educational Sciences, Tallinn University and Estonian Maritime Museum, Estonia; [helene.uppin@tlu.ee](helene.uppin@tlu.ee). 2 Department of Education, Uppsala University, Sweden. 3 School of Educational Sciences, Tallinn University, Estonia. 4 Department of Education, University of Helsinki, Finland. 246 learning to teach in out-of-university and out-of-school environments in ... Učenje poučevanja v zunajuniverzitetnih in zunajšolskihokoljih v izobraževanju osnovnošolskih učiteljev v Estoniji, na Finskem in Švedskem Helene Uppin, Kimberly Norrman, Anne-Mai Näkk, Linn Areskoug, Inge Timoštšuk, Solveig Cornér in Erika Löfström • Prek učenja v različnih okoljih v okviru usposabljanja prihodnjih učiteljev opremljamo prihodnje osnovnošolske učitelje z znanjem in s spretnostmi za poučevanje v pristnih učnih okoljih v poznejših obdobjih njihove poklicne poti. Ta izkušnja jim pomaga zadovoljiti različne potrebe njihovih prihodnjih učencev, ki imajo vedno bolj raznolika kulturna in socialno-ekonomska okolja z različnimi stopnjami dostopa doučenja in znanja. Med univerzitetnim študijem morajo predšolski učitelji prepoznati vrednost zunajšolskih okolij, krepiti zavedanje v praksi inrazmišljati o izkušnjah, da bi poglobili pedagoško razmišljanje o učnihokoljih. Ta študija več primerov opisuje skupne prakse pri usposabljanju prihodnjih osnovnošolskih učiteljev na Univerzi v Talinu, Univerziv Helsinkih in na Univerzi v Uppsali glede poučevanja v zunajšolskihučnih okoljih. Naš cilj je bil raziskati načine, kako te tri univerze podpirajo prihodnje osnovnošolske učitelje pri uporabi zunajšolskih učnihokolij v njihovi prihodnji praksi. Nameravali smo identificirati praksev povezavi z nacionalnimi učnimi načrti vseh treh držav in univerzitet

FAQs

What problem does the study address regarding teacher preparation?

It addresses how learning exclusively in classrooms is insufficient and how pre-service teachers need preparation to teach in authentic out-of-classroom environments that match students’ diverse needs.

Which universities and countries are investigated?

The study focuses on Tallinn University (Estonia), University of Helsinki (Finland), and Uppsala University (Sweden), exploring practices in these countries.

What guidance does the paper provide for teacher educators?

It suggests enabling meaningful reflective practical tasks, ensuring the sustainability of external partnerships by specifying collaborative practices in course programmes with flexibility, and reflecting on professional networking across institutional boundaries.

Oct 15, 2026

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