| Summary: | Arctic inclusive class teacher – dream or reality? The aim of the presentation is to turn attention to the future. It will discuss the Arctic teacher education programme at the University of Lapland, UoL. There is clear evidence for a need of class teachers who are familiar with the indigenous pedagogy and inclusive education in the Arctic area. Moreover, teacher education should be place-based and culturally relevant. This requires pre-service teachers to become reflective practitioners, who consciously develop their own practice and construct professional knowledge through inquiry, observation, documentation, analysis and reflection. At UoL, inclusive education is the thread running through the research-based teacher education programme. In Finland, all teachers complete a master’s degree in teacher education studies. When graduating, all teachers should have attitudinal and educational personal resources to engage diverse learners from different cultural backgrounds. They should also be able to recognize pupils’ individual needs and prerequisites, and have the ability to support individual and collaborative learning processes. This poster presentation will illustrate the process of the teacher education programme at the UoL, and showcase pre-service teachers’ process of developing critical reflection and building an identity as a reflective practitioner in an inclusive learning context. It highlights how this occurs through the integration of theory, practice and research at the University of Lapland.
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