School-Based teacher education: Trainee teachers in schools and simultaneously student teachers in the campus arena

Research topic/aim
In recent decades, various occupational and vocational pathways into teaching have emerged. These alternative routes offer new opportunities, for example, to recruit a more diverse group of student teachers as demonstrated in the context of this study, which investigates a trainee program in Western Jutland, Denmark. However, such initiatives also pose challenges. In the UK, for instance, school-based programs have been criticized for oversimplifying the complexities of teacher education. McIntyre et al. (2019), under the theme of “silenced voices,” highlight the ambiguous role of universities and the potential de-professionalization of the teaching profession.

In response to these concerns, the program examined in this study has been deliberately designed to integrate both practical and academic dimensions. Trainee teachers hold formal positions in local schools while concurrently participating in campus-based teacher education. The program is a collaborative initiative, developed and funded through partnerships between the University College (UC) and local municipalities, and further supported by national policy efforts aimed at enhancing teacher recruitment. The research group operates independently, investigating the challenges and opportunities identified by local stakeholders—primarily the trainee teachers, but also teacher educators, mentors, and others. A secondary research focus explores the systemic collaboration between the UC and the municipalities. 

Theoretical Framework
The study draws on Grossman’s (2018) framework for practice-based teacher education, which is grounded in a situated perspective on professional learning. This framework emphasizes the importance of meaningful transitions between the campus and school arenas, including the use of representations and approximations of practice in campus-based learning.

Methodology/research design
This qualitative longitudinal study investigates two cases involving trainees and online merit-based teacher education models. In spring 2025, group interviews were conducted with individual trainee student teachers enrolled in regular teacher education. Subsequently, a distinct trainee cohort (N=18) is being followed longitudinally. Data collection from this cohort began in autumn 2025 and includes a qualitative survey and group interviews.

Expected results/findings
Preliminary analysis suggests that school-based teacher education offers a compelling blend of practice and academic study, particularly appealing to students who prefer experiential learning and value the opportunity for paid employment during their studies—often due to family commitments. However, trainees also face significant challenges, including a steep learning curve as they assume full teaching responsibilities (only 30% time but with all the complexity as a teacher), while simultaneously navigating their roles as students within the campus environment. They report the need to prioritize their time, balance commitments across both arenas, and receive adequate mentoring and support—being positioned as learners despite already teaching. Overall, trainees in the cohort express strong motivation and emphasize the personal value of synthesizing academic studies with daily school experiences. Previous data from individual trainees integrated into regular student teacher cohorts also reveal a sense of not always being recognized for their experience-based contributions. 

Relevance to Nordic educational research
This study contributes new insights into emerging models of teacher education and offers perspectives that may inform the development of more practice-oriented approaches within traditional teacher education programs.