The aim of the dissertation is to describe and compare the views and experiences of teachers working with pupils in the complex current conditions of inclusive education in the Czech Republic and Finland. On the basis of the summary of the results of the research part of the thesis, real teacher profiles in the Czech Republic and Finland will be created and compared and these profiles will be interpreted against the background of the complex conditions of education in the Czech Republic and Finland. The final output will be the creation of an empirically based competent primary school teacher in inclusive education conditions. The thesis will also offer recommendations for teacher professionalisation in the Czech environment.
Research questions:
VO1 What professional competencies do teachers in mainstream classrooms consider crucial in ensuring quality teaching in inclusive education?
VO2 How do teachers assess their mastery of professional competencies in the context of inclusive education?
VO3 What teaching concepts/activities in teaching do teachers choose to ensure quality inclusive education?
VO4 What are the real conditions to practice the teaching profession , what other factors influence the teacher's work and what conditions do teachers need for their work?

To achieve the objectives of the thesis, a case study design was chosen because, according to Handel (2008, p. 104), a case study allows "a detailed study of one or a few cases." The case chosen was a primary school teacher in a diverse inclusive education setting. The research sample of participants consisted of a total of 20 participants (10 Czech primary school teachers and 10 Finnish primary school teachers). When selecting the participants themselves, a purposive and purposeful sampling was chosen, following predefined criteria, so that participants with high variability were selected, i.e. with a high telling value that will yield rich data on the phenomenon under study (Novotná, Špaček & Jantulová, 2019): (1) two teachers teaching in a capital city; (2) two teachers teaching in an urban school; (3) two teachers teaching in a faculty school; (4) two teachers teaching in a school with an increased number of pupils with a different mother tongue; (5) two teachers teaching in a school with an increased number of socially excluded pupils. Three main methods of case study were chosen for data collection according to Stake (1995): literature study, observation and interview, due to data triangulation. The final method was comparison in line with the research as a collective case study defined above, which is used in comparative studies. For the initial data analysis, case studies of each case under study were created. Subsequently, the interviews were transcribed. The coded categories were subsequently integrated to produce a description of the phenomena under study. This data complemented the original individual case histories and an ideal profile of the primary school teacher was created, which provided answers to the research questions. The interpretation of the data was based on an emic perspective and is ordered by describing the case one part at a time (Stake, 1995). The final step was the comparison of these profiles between the Czech Republic and Finland with further elaboration - identifying suggestions for improving the work of the Czech teacher and creating an empirically based profile of the primary school teacher in the conditions of inclusive education.

As part of the research outputs, an empirically based profile of a competent teacher in the conditions of inclusive education was designed from below, based on the experiences and opinions of the interviewed teachers. This profile corresponds to the European Profile of the Inclusive Teacher. Both build on the importance of values and attitudes, collaboration and professional development of the teacher. In our opinion, the competency framework for student teachers, which is currently being developed at the Ministry of Education in the Czech Republic, should also include requirements related to the expected work of graduates in an inclusive classroom and school environment. However, the emphasis on values and attitudes such as respect, diversity and tolerance in the work of the graduate teacher is absent from the current draft, the importance of the personal component and the development of soft skills is neglected and the emphasis remains on knowledge. In our view, the emerging framework does not yet reflect the results of international research or the recommendations contained in existing professional frameworks or standards, where the emphasis on the development of attitudes and skills associated with teaching in a heterogeneous classroom is already expressed in various ways.

Hendl, J. (2008). Kvalitativní výzkum: Základy teorie, metody a aplikace. Portál Novotná, N., Špaček, O., Jantulová, M (Eds.). (2019). Metody výzkumu ve společenských vědách. FHS UK. Stake R., (1995). Art of Case Study Research. Sage Publications.