**6. Discussion**

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

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

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.

However, there is a risk that if the social efficiency ideologists shift their terminal objectives to raising academic standards, they also may shift their ideology from social to academic, despite escaping from the scholarly academic emphasis on more learner-centered education. This is critical, for example, in Finland, where the education system seems to be at a turning point regarding what path it may take. As of yet, fortunately, Finland has not chosen a highstakes testing policy as most countries have but is looking for a new way [48–50]. To keep in line with the social justice philosophy and the "Education for All" agenda, it is important to give up straightforwardly confronting the beliefs beyond the different curriculum ideologies. Instead, the school-based curriculum ideology could offer a bottom-up approach that considers students, parents, and stakeholders, as well as incorporates the best parts of the ideologies to enhance student-driven social justice curriculum.

As Dewey [51] criticized how the academic knowledge of education has developed standards that promote "docility, receptivity and obedience" (p. 18) among students, while teachers are turned to be agents who transmit knowledge and skills and enforce rules of conduct. This is, according to Dewey, one of imposition from above and outside, creating a gulf between school and students (cf. [52]). In turn, the teachers' essential task should be to bridge the gap between students' prior knowledge and experiences and appropriate content knowledge, gaining students' individual experiences of their surrounding environment and using this to understand, analyzes, and improve the society around them.

Consequently, in conjunction with Bandura's [53] views, the data of the current study indicated that social reconstructive ideology could contribute to creating sustainable "collective efficacy" in developing inclusive school cultures. This means that by focusing on "collective efficacy" while teaching practicum in an inclusive setting, the pre-service teachers need to draw attention to educational inequalities and search for solutions that promote a just education for all.
