The purpose of this research is to examine how preschool teachers perceive an increased responsibility to lead educational quality work in preschool. The theory of knowledge is structural institutional theory. This is a qualitative survey where the empirical basis is interviews. The theoretical knowledge of the study is inspired by the phenomenografi. The results of the study show that the preschool teacher is well aware of what the assignment means concerning increased responsibility based on curriculum and guidance documents but that the vocational role has not changed significantly. It is unclear how to lead another adult towards set goals. There is a willingness to lead, but it is stated that it is important that every person should do what he or she is best for regardless of education and assignments. Therefore, the assignments in the work team are different but the tasks are the same. It sets the responsibility to lead to the collegial cooperation a side and the aim of achieving an equal preschool is at risk to be lost. There is also a risk that the strength of being a team of different education and the ability to complement each other falls aside.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-67257 |
| Date | January 2017 |
| Creators | Karlsson, Caroline |
| Publisher | Linnéuniversitetet, Institutionen för pedagogik (PED) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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