Vilken överdokumentation? : En kvalitativ studie om förskollärares dokumentations - och administrationsarbete och dess anknytning till professionalisering och tidsbrist

Sammanfattning: Drawing inspiration from the authors own term paper, this thesis examines the documentational and administrative workload of Swedish pre-school teachers. The focus being on its relationship with New Public Management, professionalization, deprofessionalization, and pre-school teachers' experiences of time constraints. The study itself consists of interviews with 15 individuals, thirteen of which are pre-school teachers, and 2 pre-school principals, most of whom work in the same municipality. These municipalities, as well as the true names and workplaces of the respondents, have been anonymized. The analysis centers around the respondents' perspectives on documentation, professionalization, deprofessionalization, and perceived lack of time. Findings indicate that respondents generally believed documentation to be pedagogically valuable for children's learning and progress, reflecting a perception of professionalization with occasional instances of deprofessionalization. However, the extent to which these scenarios represent pre-schools overall remains unclear. Notably, most respondents expressed a lack of time for their daily tasks, attributing it primarily to understaffing rather than the documentational and administrative workload itself. The study concludes that pre-school teachers find the documentational and administrative workload time-consuming and frustrating. It observes that documentation is perceived as an integral aspect of the pedagogical process. The emphasis on the pedagogic nature of pre-school reflects a continuous professionalization process and status elevation strategies employed by teachers, which has resulted in increased documentation. This insight may help explain the absence of negative experiences associated with the documentational workload.