Vi gör olika? : En kvalitativ studie om barnskötares uppfattning av sin roll som undervisande pedagog

Sammanfattning: The education act (SFS 2010:800) states that only those who have a teacher identity card are authorized to conduct teaching. The preschool curriculum (2018), on the other hand, states that everyone in the work team has a joint responsibility to conduct teaching and at the same time emphasizes the importance of division of work in teaching. According to this, there is a tension and contradiction in the curriculum as it emphasizes both the importance of division of labor and teamwork. Therefore, the objective of this essay aims to investigate how nursery attendants in preschool perceive their role as a teaching educator. The study method is semi-structured interviews. The results of the study showed that the work with teaching was everyone's responsibility, but there was an underlying unspoken uncertainty about the roles and what belongs to each professional role. The study's conclusion shows that the perceived role as a teaching educator is positive and this is mainly due to the fact that nursery attendants feel involved in the work with the teaching. The work with teaching is distributed equally and in this way the differences between nursery attendants and preschool teachers are blurred.