Abstract
This article problematizes the impact of the organization of work-integrated learning (WIL) teacher education on
student teachers’ learning at university. The perceptions of university teachers on WIL student´s potential for
learning within university-based components are explored. The theoretical perspective of boundary crossing is
used to conceptualize what this organization of WIL teacher education entails. Qualitative data was gathered
through semi-structured interviews and the analysis revealed that this way of organizing teacher education
provides additional benefits for students´ learning at university, but also presents obstacles. When WIL student
teachers become central participants in workplaces, it has implications for their campus-based education. These
students shift positions, identify themselves as ready teachers, de-identify themselves as students, and demand
something else from university studies. This leads to a shift for university teachers who reconceptualize their
practices and reevaluate how they can accommodate these student teachers’ acute needs without compromising
course content.