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The purpose of our study is to examine preschool teachers’ and child minders’ perceptions about the education of preschool children and if the profession plays a factor when teaching at a preschool. We have made qualitative interviews and the phenomenographic analysis concludes that both child minders and preschool teachers consider themselves to be qualified to teach and have the responsibility to educate, but that the preschool teachers have the ultimate responsibility to plan the lessons and make the follow ups if needed. In the Swedish preschools, all educators work in teams and our study shows that all educators find the team way of working valuable. Active educators express the importance of collaboration with words like “work together” and “...only one preschool teacher can’t do all the work”. These are the issues we address in this study: Are there differences and similarities in the perceptions of the concept of teaching in the respondents? How do the two professions interpret the text about teaching in the regulatory documents?  Whose mission it is to teach, are there differences and similarities in respondents' perceptions?

Syftet med den här studien är utifrån förskollärares och barnskötares beskrivningar undersöka upplevelser av hinder och förutsättningar som upplevs i den psykosociala arbetsmiljön. Studiens empiri samlades in genom semistrukturerade intervjuer och KASAM-modellen har använts som teoretisk ansats i analysen.  I resultatet framkom både hinder och förutsättningar som förskollärarna och barnskötarna upplever i den psykosociala arbetsmiljön. Förutsättningar som framkom i resultatet för att skapa en god psykosociala arbetsmiljö var utbildningsmöjligheter, lättillgänglig rektor samt kollegor man kan ha kul med och som stöttar varandra. Hinder i den psykosociala arbetsmiljön som framkom i resultatet var den höga arbetsbelastningen på grund av stora barngrupper och låg personaltäthet. Resultaten från den teoretiska analysen visar att förskolor där förskollärare och barnskötare upplever att de har flertal förutsättningar för att uppnå en god psykosocial arbetsmiljö upplever hög begriplighet, hanterbarhet och meningsfullhet, trots de hinder som upplevs i den psykosociala arbetsmiljön. / The aim of this study is to investigate the experiences of obstacles and conditions in the psychosocial work environment based on preschool teachers’ and child minders’ descriptions. The empirical data for the study was collected through semi-structured interviews and the SOC-model was used as the theoretical approach in the analysis.   The results revealed both obstacles and conditions that the preschool teachers’ and child minders’ perceive in the psychosocial work environment. Conditions that emerged in the results to create a good psychosocial work environment were educational opportunities, an easily accessible principal, and colleagues you can have fun with and who support each other. Obstacles in the psychosocial work environment that emerged included high workload due to large groups of children and low staff density. The results of the theoretical analysis indicate that preschools where preschool teachers’ and child minders’ perceive they have multiple conditions for achieving a favorable psychosocial work environment experience high comprehensibility, manageability and meaningfulness, despite the obstacles present in the psychosocial work environment.