https://www.mdu.se/

The aim of this dissertation was to interpret and analyze how preschool teachers described their professional skills and to deepen understanding about this. Two questions were used to achieve this aim. The first question concerned what preschool teachers talked about regarding their experiences work in praxis. The second question concerned the manner in which preschool teachers' individual and collective reflection could contribute to new insights regarding their professional skills. Based on the three different forms of knowledge that Aristotle inspired: episteme, techne and fronesis skills can be said to consist of both theory and to a high degree, of practice in which the various forms both interact as complementary. Thus it is not enough merely to have scientific knowledge (episteme), or to know how something should be done only by general rules and principles (techne) to possess a skill. Rather professionalism is largely characterized by fronesis, a concept that can be translated as practical wisdom, and it cannot always be put into words. Dewey has highlighted the importance of reflection over every day conduct as an important tool to both broaden and alter the quality of practice work in praxis. In order to fulfill answer the aim of the dialogueseminar method was seen as a viable approach to collect empirical data. The emphasis of the method was to continuously reflect, both individually and in interaction with others and then share stories about their experience of practical work in praxis. The results showed that preschool teachers' professional skills emanated from their own life-world experience. Through this it was possible to focus and link practical action to two prominent themes. The themes were: expectations and approach and they describing the basis for the practical conduct preschool teachers related to and put into various concrete settings from the context they were operating in. Based on the study's second question, reflection was highlighted as both important and central to raising awareness of- and making new insights visible. According to preschool teachers, it had been enriching and energizing to be given opportunity to do this and the reafter to share their thoughts about their profession in dialogue. The results showed that preschool teachers' professional skills, with a focus on practical work, could both be widened and developed. Partly through individual reflection, but above all through collective reflection and conversations.

The purpose of the study is to explore how preschool teachers, through reflection, understand and describe their pedagogical leadership. The theoretical framework of this study draws upon the theories of Aristotle [1967. Den nikomachiska etiken. [The Nicomachean Ethics]. Stockholm: Daidalos] who highlighted that knowledge can be seen from both theory and practice perspectives through episteme, techne, and phronesis. The study was conducted within a qualitative research paradigm. The methodological steps of dialogue seminar [Hammar & eacute;n, M. 1999. "Ledtr & aring;d i f & ouml;rvandling: om att skapa en reflekterande praxis." In Clues in Transformation: On Creating a Reflective Practice. Stockholm: Dialoger.] were completed with 12 preschool teachers in Sweden. Data were analyzed through a hermeneutic approach with several phases where the context and the study's knowledge-theoretical starting points formed an understanding of the empirical evidence [Gadamer, H. 1997. "Sanning och metod: i urval." In Truth and Method: In Selection. Gothenburg: Daidalos.]. The results reveal the complexity of pedagogical leadership in preschool, in which pedagogical actions are left to the responsibility of preschool teachers. Thus, regardless of theoretical knowledge, preschool teachers might need to use their judgment or practical wisdom (phronesis) to decide how to lead in an educational situation.

The purpose of this study is to investigate preschool teachers' insights into their leadership role, drawing on individual and collective reflections generated during dialogue seminars. Given the complexity of the preschool teacher's leadership, which is shaped by interactions with others and varies across contexts, the study emphasises the personal, professional and positional perspectives of leadership (Saarukka, 2015, 2017; Sergiovanni, 2001). Dialogue seminars (Hammarén, 1999) were used to elicit preschool teachers’ reflections on leadership, and research interviews (Kvale & Brinkman, 2014) were conducted to further explore these insights. The findings show that the participating preschool teachers developed greater self-awareness and a deeper understanding of their leadership identities. They also came to view their leadership in relation to children, guardians and colleagues, highlighting the personal, professional and positional perspectives of the complex leadership role in preschool education. Finally, participation in the dialogue seminars left teachers feeling confirmed and validated in their leadership role. This is particularly relevant in the Swedish context, where preschool teachers are facing increasing responsibilities and therefore require a renewed understanding of what what leadership entails. The main implication of the study is a need for structured opportunities within preschool teacher education and professional development for teachers to reflect on and articulate their leadership identity. Such initiatives can strengthen their ability to meet the increased pedagogical responsibilities mandated by policy documents.