Abstract:
This paper presents partial results of a dissertation research that focused on the primary school
teachers in inclusive education in Finland. The aim of the research was to create empirically
based profiles of Finnish teachers with an emphasis on finding out what is behind the quality of
inclusive education in Finland and how these findings can improve inclusive education and the
teaching profession in general. The aim of a qualitative case study design was chosen. Thematic
analysis of sources and interview and observing became the main methods to secure data. For
data processing, case studies of individual participants were used, which were subsequently
supplemented by data obtained by axial coding. After that empirically based profiles of Finnish
teachers were created. Finally, this profile was supplemented by offering further
recommendations for the work of the teacher in the heterogeneous classroom. The results: the
Finnish teacher has a positive attitude towards inclusive education; uses a variety of teaching
strategies leading to active student engagement; develop the school as a community; uses
individualisation; and is part of a multi-professional team. The discussion situates the findings
within the issue of creating competency frameworks and standards with an explicit focus on
values and attitudes.
