The purpose is to understand and to some extent develop some aspects of appraisal potential for teaching. A pedagogical analyze is provided some important determinants in Teacher Education in Sweden. One determinant in focus is how we can identify, describe and analyze group processes and analyze their impact in teacher education in terms of teacher students and teacher educators' awareness and responsibility in the process of appraisal of potential for teaching are in focus. Another determinant is concerning the incorporation of student teachers, practitioners and teacher educators in the involvement of the body of potential for teaching in terms of inclusive education- teachers' pedagogical thinking. The third determinant is dealing with how student teachers and practitioners conceive and describe special needs in comprehensive school and the concept of special education in teacher education. Questions of interest are:- How student teachers are provided the opportunity to increase self awareness through reflection and critical questioning and also how this project can contribute to improvement of self awareness in teacher education?- How can we provide good examples of potential for teaching and teacher competence with focus on involvement, communication and cooperation? - To what extent are the existing teacher educational systems adapted for development of potential of teaching?- Implementation and development of potential for teaching is provided through describing and analyzing development of personal skills- The process within the seminars - Individual plans in appraisal for the potential of teaching - The appraisal of knowledge about teaching and learning processes in terms of inclusive education In Sweden the government describes the qualifications of teacher competence in terms in terms of cognitive, cultural, communicative, creative, critical, social and didactic competence. Above work supports the notion of the complexity of conducting teacher education in a fast changing multicultural society. The creation of generated collectively reviewed teacher education and the notions of the role of Institutions in building adaptive capacity and supporting collective rational are an important question in this workshop