Erkännandets dynamik - förskoleklasslärares tolkningar av ny läroplanstext

Abstract

Swedish preschool class got its first specific curriculum in 2016. Because of this, the preschool class can be said to face change where existing practice meets new policy. This study aims to analyze how teachers in preschool classes do policy during this time of change by studying how teachers in preschool class relate the new curriculum to existing practice. New institutionalism, theory of professionalism and policy enactment theory are used to understand this. The data used are conversations with teachers at three different schools. The results show that parallel processes of recontextualization are initiated when new curriculum is confronted with the teachers' interpretations of their assignment, i.e. a simultaneous process of adaptation and change of existing pedagogical practice take place. Teachers interpret the new curriculum and relate to it as a whole. They express a recognition in terms of a societal trust in the teaching they conduct. Even though the teachers express that the new curriculum gives them trust, professional exclusivity and legitimacy, they also interpret it as a recognition of things they want to change in the educational practice. It is through this recognition that the teachers interpret and do policy. The article discusses a shift of the position of the preschool class in the education system.