The purpose of this study is to get hold on the different perceptions preschool teachers have about their own profession. We have noticed that there are many studies about the profession of preschool teachers according to scientists and students who study to be preschool teachers, but there are not so many studies where the preschool teachers themselves give their point of view. To get a grip of the preschool teachers perceptions we use a phenomenographic perspective as point of departure. The empirical material consists of qualitive interviews with seven preschool teachers. The results of the study show that the preschool teachers view their profession in very different ways. We have categorized these perceptions into three main categories and nine subcategories: Leadership, responsibility, communication and power Child focus, presence, teaching and security Competence, development, work experience and knowledge of theory / Syftet med den här studien är att uppmärksamma verksamma förskollärares olika föreställningar kring sin yrkesroll. Vi har uppmärksammat att det finns många studier kring vad förskollärarens roll är enligt olika verksamma, till exempel forskare, förskollärarstudenter och andra verksamma inom förskolan men vi saknar fler röster från de som verkligen utför yrket själva, förskollärarna. För att få syn på dessa föreställningar kommer vi använda oss av ett fenomenografiskt perspektiv där vi intervjuar sju förskollärare med hjälp av kvalitativa intervjuer. Efter intervjuerna har vi genom transkribering och analysering fått fram tre olika beskrivningskategorier med sammanlagt nio underkategorier där förskollärarnas föreställningar har blivit synliga. Ledarskap, ansvar, kommunikation och makt Barnfokus, närvaro, undervisning och trygghet Kompetens, utveckling, arbetslivserfarenhet och litterärkunskap

The aim of the study is to increase the knowledge of primary school teacher´s perceptions of collaboration between preschool and school and the profession of preschool teacher. in order to achieve our purpose, we have contucted qualitative semi-structured group interviews. The primary school teacher´s answers were recorded, transcribed, categorized and compiled. A socio-cultural approach were used in order to notice  the teacher´s negotations, meaning making and understanding of how they constructed knowledge interacting with each other. The result of the study shows various perceptions. For example, that safety and security in transitions is important for both children, guardians and theacher´s for various reasons. The result show, what promotes and what hinders collaboration between preschool and school. The primary school sees it as desirable that the preschool works whit social competences in front of teaching, which means that an ideal preschool teacher is safe, creative and creates a plesureble learning. The most important conclusion og the study is that the preschool and the school are defined as two different cultural spaces whit separate views, approaches, traditions and working methods. Insufficient transparency in each other´s proffesions, forms the basis for collusions collapses. Knowledge about this contributes to the preschool teachers given prerequisite that enable them to meet primary school teachers on a common platform.