Umeå University (UmU) is host to one of the largest and most central teacher educations (TE) in the northern Nordics. Like many other universities in Sweden, TE at UmU is not functioning as a single faculty or unit, but rather as an administrative hub connecting faculties, departments, disciplines, subject areas and teacher educators from across the university. This means that teaching competences and expertise from a wide variety of fields can be engaged in TE-programs, but at the same time also a latent organizational and disciplinary fragmentation, impacting basically all areas of knowledge that are supposed to be included in the training of future teachers. This presentation focuses on one such area, namely how knowledge about the Indigenous Sámi comes into TE-programs, and how the frame factors for organizing TE on different levels (systemic, institutional and individual) impacts how this is realized. The study expands on the concepts of fragmentation, framing, classification, and teacher agency, and includes a detailed mapping and examination of activities relating to the teaching about the Sámi across different faculties and departments involved in TE-programs. The overall aim is to strengthen knowledge about how frame factors on systemic, institutional and individual conditions interact in how this area of TE is realized, as well as about the implications on teaching and learning the current organization of it might have. Three research questions guide the study: RQ 1. In which specific parts of the teacher training can knowledge relating to the Sámi be localized, and to which specific academic disciplines, subject areas and course modules is this knowledge linked? RQ 2. What frame factors at systemic, institutional and individual level can be seen as decisive when it comes to how this knowledge can benefit the training of future teachers? RQ 3. What limitations and opportunities are there in terms of strengthening and creating more cohesive knowledge about the Sámi in this specific model for organizing teacher education? The authors are all involved in the organization of TE at UmU and draw on professional experience and knowledge.

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