**Author details**

The latter episode mentioned earlier refers again to the debate concerning the integration of refugees in Europe. In addition, the episode depicts the inclusive shift through one of the pre-service teacher's reflections, referring to the social reconstruction curriculum ideology. In all, the pre-service teachers seemed to observe sensitively, in particular, in the collaborative environments in school communities, and they desired tangible collaboration and team teaching. Furthermore, they appreciated the idea that they could learn from their own and others' experiences through active reflection on their actions and their consequences (cf. [42]). They valued the partnership model [43] to boost their professional learning through close and supportive relationships with colleagues, which was also a prerequisite for their favorable belief

Through the lens of curriculum ideologies, the findings reflect some aspects that are useful to note when implementing inclusive practices in schools, as well as for creating future directions for teacher education. First, it has become important to understand prospective teachers' own conceptualizations and set of beliefs of how to make meaning of the reform agenda, which aims to support learning and respond to students' diversity in inclusive settings. Schiro's [20] framework served an indirect channel to explore pre-service teachers' reflections of uncertainties and possible fears. Allowing for questioning may encourage teachers to transform their curriculum insights into new situations and gain understanding of unpredictable

Moreover, the notion of inclusion represented a scheme into which they could mirror their beliefs, values, and attitudes toward their future teaching careers. According to the data, the beliefs on inclusion occurred as a complex macro-level societal phenomenon that was in conflict not only with the demands to fulfill the needs of "normal students" but also the current needs of society. Another inconsistency they felt concerned the prevailing school cultures; the inclusive reform represented a risk: it may both shake the prevailing school cultures and professional practices, and the reform itself was at risk of being drowned out in the prevailing school cultures. Accordingly, the results indicate that the notions of adoption and adaptation, introduced by Hewitt [45], are relevant when considering the tensions emerging from the data. Hewitt [45] defined adoption and adaptation as the approaches of teachers in curriculum implementation. In line with social efficiency beliefs, adoption refers to a top-down assumption that changes required by society should be applied with a linear implementation by the teacher of the curriculum, which is designed by external specialists and politicians. In contrast, adaptation, such as social reconstruction ideology, refers to the fact that curriculum reform movements should be made in collaboration with real implementers by classroom-level specialists. This necessitates continuous negotiations and flexibility between the politicians, designers,

This dialog could create an arena for joint understanding about the societal circumstances in which the theoretical and practical knowledge are taken into account and where the societal approach to learning is considered. In doing so, it promotes a vision of a better society in which the problems and conflicts could be resolved, and the society can be developed.

of the inclusive shift in schools.

46 Contemporary Pedagogies in Teacher Education and Development

circumstances in school settings (cf. [44]).

and implementers of the curriculum (cf. [46, 47]).

**6. Discussion**

Marita Mäkinen

Address all correspondence to: marita.makinen@uta.fi

Faculty of Education, University of Tampere, Finland
