Arctic inclusive teacher education - dream or reality?

Theme 4. Education
Session Name 4.9 Challenges in Arctic education
Presentation Type Oral
Author(s) Outi Kyrö-Ämmälä (University of Lapland, Finland), Suvi Lakkal (University of Lapland, Finland)
Abstract text

Introduction


We will discuss the teacher education programme at the University of Lapland. Education in the Arctic must be locally bounded and culturally relevant. At the University of Lapland, inclusive education is the thread running through the research-based teacher education programme. In our teacher education model, we have integrated theory, practice and research. We strive to enhance students’ competence of reflection, i.e. abilities to become aware of their choices concerning social justice and sustainability.  We are planning to increase possibilities for student teachers’ own views in our teacher education model, based on Korthagen’s (2017) theory, stating that student teachers’ learning improves through possibilities to express one’s own interests and concerns. According to our research results, we see also teacher’s socio-emotional competence as a key factor, and it may enhance pupils’ learning outcomes, participation and welfare at school. Our research questions are:


How could student teachers’ personal factors be included in the teacher education model of UoL?


How could student teachers’ socio-emotional competence be enhanced in the teacher education model of UoL?


Method - Literature review


We will review the previous researches concerning the construction of teachers’ reflection skills and socio-emotional competence.


Preliminary results - The plan for the teacher education model


We suggest that when student teachers’ learning processes touch them emotionally, their socio-emotional competence develops. We will present our teacher education programme by featuring it through four elements:  theory, practice, research and person.


Keywords: teacher education, inclusive education, socio-emotional competence

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