Policy Reforms Positioning Preschool Teachers from Invisible to Visible

Abstract

Since 1972, the Swedish preschool has undergone several policy reforms that state guidelines for the work in preschool where preschool teachers and caregivers work close together in work teams. Since 2010, preschool teachers have been given increased responsibility for preschool education and its pedagogical content, including lead teaching, which has been identified as a challenging and complex issue in preschool practice. This study analyzes how preschool policies have positioned preschool teachers over time and how this plays a role in making it possible for preschool teachers to take increased responsibility for preschool education. Building on positioning theory and using a qualitative research design with content analysis of seven policy documents over time, the results show that policy documents have positioned preschool teachers as invisible between 1972 and 2010 by downgrading their position and as visible from 2010 to the present by upgrading their position. The results indicate that policies either marginalize or empower preschool teachers, with insights into the broader implications of policy decisions. Policy plays a crucial role as a mechanism with the power to reshape responsibilities and redistribute power within preschools. It is essential to overcome policy ambiguities when responsibilities overlap between preschool teachers and the work team, which enables opportunities for contested positions in which preschool teachers and caregivers can reinterpret their roles and responsibilities.