Undervisande förskollärare i svensk förskola
The aim of this study was to use a didactical grounding to develop knowledge about teaching in Swedish preschools, with a focus on preschool teachers’ and managers’ written descriptions of teaching preschool teachers during 2018. This article examines what might constitute a teaching preschool teacher in the Swedish preschool, focusing specifically on preschool teachers’ didactical approach, knowledge, and practice. Multi-voiced didactical modelling was used to analyze 160 written reflections. The results highlight several characteristic components, such as awareness, presence, reflection, theoretical knowledge, goal-oriented planning, implementation, and follow-up. A picture emerges signifying didactical ambitions in tact with the curriculum but not fully in tact with the prerequisites of today’s preschool.