The aim of this study is to assess how the pedagogical solutions of the inclusive teaching practice in class teachers' adult education programme support the development to become an inclusive teacher. What kind of interpretations do the students make of inclusion and inclusive school? How does the participation in school community with reflective support by teacher education community enhance inclusive professional orientation? The research material consists of qualitative network material written by 22 adult students: teaching practice plans, reflective practice stories and teaching practice feedback. The analytical approach was thematic text analysis. Inclusion was interpreted as pupils' right to study with their peers but also as a professional challenge or ideal. The social exclusion was elicited only in a few stories. The meta-consciousness of developing an inclusive school was sparse. The experiences gained from the school's communities of practice combined with the theoretical and reflective tools offered by teacher education community formed meaningful learning.

In this study, Master's theses from the field of teacher education have been analysed from the perspective of equality and gender aware research and education. Master's theses from the field of teacher education reveal something about the world views constructed in teacher education. This study examines which kind of 1) selected topics and themes and their justifications, 2) conceptualisation of gender and 3) educational conclusions connected to gender topics do the Master's thesis contain. The material was selected from the thesis databases of two Finnish university teacher education units. All theses from the field of education completed in 2000-2007, with names or abstracts including words referring to the sex/gender, were selected. After the selection process, 53 theses (4 %) were chosen as research material. The research material was analysed by qualitative and quantitative content analysis. The knowledge of school world phenomena and theoretical handlings that open up gender, were rarely integrated in the theses of teacher education. Sex as a background variable was a clear and familiar arrangement from method literature and questionnaires of statistical methods. The arrangement usually produces a simplified confrontation between the sexes in which case the phenomena connected to gender were explained only with the concepts of the individual level. Educational conclusions related to sex/gender themes were presented in 34 theses, out of which, only ten dealt with strengthening the equality-and gender awareness of educators. Dealing with educational gender themes in teacher education requires theoretical equipment, surpassing everyday knowledge from both the student and the supervisor.

Different innovative web-based solutions have made wide-ranging global breakthroughs. Increasingly flexible initiatives are expected in the future from web-based solutions also in education and in developing expertise. Global changes reach individuals in their everyday life and web-based education enables the realization of lifelong learning in many ways. Traditionally, academic adult students' most central challenge has been the practical difficulties in participation: many connecting factors and responsibilities overlap in busy everyday lives. The new web-based teaching solutions have enabled participation in academic studies more equally and for an increasingly wider group. In practice, the development continues proceeding as a process of different experiments, mistakes and insights. In this article we present, with regard to pedagogical candidate level research methodology studies in Finland, the development of webbased studying and teaching, adult students' experiences and evaluation of their own learning and the experiences of teachers regarding challenges and future views of web-based teaching. Especially in web-based academic adult education the significance of the planning stage and web-based pedagogical and adult educational starting points are emphasized: flexibility, independence of time and place, intelligibility of high quality expert teaching and wider recognition of starting points of adult students.