In Sweden the teacher education is subjected to extensive changes. The new teacher training directed towards work in leisure-time centres is now a three years university-based education. The problem is that the teacher education has not been able to use resources outside the university to develop a learning environment with potential to produce skills teachers for children in early school age need to manage their everyday professional life. This is manifested in two ways; one concerning educational policy and one academic didactics. The educational programmes are controlled by a political system where values that govern the teaching are based upon norms of segregation and differentiation. Hargraves and Shirley (2009) are proposing a new and innovative framework for educational change when it comes to how to integrate teacher professionalism with community engagement and educational goals. The study is also inspired of Jewitt’s (2006, 2009) prominent findings concerning the significance of multimodality in learning-processes. By introducing and using multimodal methods possibilities are afforded to design a teaching model where the student’s experiences are taken care of, with the aim of supporting their professional development to leisure-time pedagogues.