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This study explores pre-service and in-service teachers' experiences in working as a learning community. Pre-service teachers (N = 60) and teacher educators (N = 9) from a Finnish university and inservice teachers (N = 27) from four local comprehensive schools worked together over six months. The teachers-as-learners continuous learning model was created and implemented in practice. The participants' written reflections were collected to explore what they learned, what challenges they experienced and how they would further develop the model. The results showed that the pre-service and the in-service teachers reflected on their work somewhat differently. The former experienced learning group working, selfregulation, and pedagogic and didactic skills. The latter learned group working skills and new teaching methods. Both groups of teachers experienced challenges, one of which was named role confusion. The pre-service teachers experienced role confusion in terms of guided versus independent work. The in-service teachers' role confusion led them to wonder whether they should provide the pre-service teachers with expert support or participate as equal group members. Both pre-service and in-service teachers reflected that the model would require active involvement of all teachers and teacher educators involved. The results provide implications for pre-service and in-service teacher education.

To prepare higher education students for the demands of complex problem solving in working life, pedagogical practices need to be developed. In this article, we describe the pedagogical design of a collaborative problem-solving (CPS) process and investigate the role of design in supporting student learning. Qualitative data were collected from interviews (N = 61) during five different phases of a CPS process, and at the end of the course. Despite the many confrontations during the CPS process, students were highly competent in applying their knowledge about collaborative and strategic regulation of their own learning processes. Students experienced the CPS process as an effective instructional method for designing their learning, although external support was also needed. The external client plays an important role in providing an open problem and learning experience from authentic working-life contexts. Such clients can be either supportive or discouraging, depending on their understanding of the CPS process and learning. To prepare students for an authentic working life context, it is crucial to provide them with open and messy problems. The pedagogical design of the CPS provides a blueprint for promoting CPS in interdisciplinary higher education contexts, which require new ways of integrating education and working life.

Background: To prepare higher education students for the demands of complex problem-solving in working life, pedagogical practices need to be developed. The pedagogical design of the collaborative problem-solving (CPS) process to support learning was developed. The current study aims to implement the CPS design in higher education courses and to investigate students` experiences and collaborative learning activities on the implementation process.Methods: A five-themed CPS design was developed drawing upon previous research. We implemented the design over five semesters. During and after the implementation process, qualitative data through written reflections was collected from the students (N = 61). Thematic analysis was applied to reveal students` experiences about the CPS design.Findings: The CPS design enabled students to integrate theoretical and practical knowledge of the learning sciences and apply it in their learning process and problem solution. Students experienced CPS both inspiring and discouraging. CPS design can enhance students’ agency, enjoyment, motivation, and thinking skills. Negative experiences are dealing with too high demands by the design and peer students. Time and support are needed when the problem should be understood.Contribution: The pedagogical design of the CPS sheds light on the implementation of CPS activities in different fields in higher education and future CPS research.