Inclusive Learning and Educational Equity 5

Fig. 10.9 Teacher competence required when applying UDL principles
S. Lakkala and O. Kyrö-Ämmälä

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(Pakarinen et al., 
2010
). They are seen as key elements of inclusive education (Bossaert 
et al., 
2013
). According to our previous research (Lakkala & Kyrö-Ämmälä, 
2017
), the 
collaboration between co-teachers, parents and other professionals is at the heart of 
inclusive education. The ability to manage classroom with the help of colleagues makes 
applying the multiple means of action and expression easier. Through collaboration, it is 
possible to construct a system of flexible support for pupils’ learning processes. This 
way, teachers’ solid social and communication skills are also important in interactions 
with adults (see e.g. Lakkala & Kyrö-Ämmälä, 
2017
).
The last dimension of teacher competence in Fig. 
10.9
 is the teacher’s knowledge 
base for teaching and learning,
which we placed at the bottom of the figure, in the 
middle of the ‘what’ of learning and the ‘how’ of learning. Teachers’ knowledge base 
for teaching and learning is connected to the UDL principles of multiple means of 
representation as well as multiple means of action and expression. When teaching 
diverse pupils, the teacher utilises multiple ways of teaching and amends the curricu-
lum, which requires an excellent knowledge of the subject matter (Tomlinson, 
1999
). 
In our research, teachers’ knowledge base for teaching and learning included the fol-
lowing three sub-dimensions: (1) content knowledge, which indicates the teacher’s 
expertise in the subject matter and refers to domain-specific knowledge (e.g. facts, 
concepts, phenomena) but also the teacher’s understanding of the curricular content to 
be taught (Shulman, 
1987
; Baumert & Kunter, 
2013
); (2) pedagogical knowledge, with 
which the teacher manages the classroom, implements the learning theories in practice 
and promotes pupils’ learning processes (Shulman, 
1987
; Guerriero & Révai, 
2017
); 
and (3) pedagogical content knowledge, which is the combination of expertise in sub-
ject matter (content) and pedagogical competence (teaching) (Kuusisto & Tirri, 
2014
).