Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden

Abstract

ABSTRACT The purpose of this study is to contribute to the discussion concerning adaptations and improvements of preschool teacher education. Such changes are crucial, because many newly qualified preschool teachers struggle to live up to the requirements the profession places upon them. This study is conducted in Sweden, where early childhood education has a long tradition and is well established. Simultaneously, Swedish preschool education follows the international tendency of schoolification in early childhood education. A Q methodological study design was selected to investigate the views of preschool principals on newly qualified preschool teachers. Q method results were enriched with qualitative data from a written questionnaire and findings reveal a consensus among the 55 participants. This confirms previous research stating that newly qualified preschool teachers are perceived as competent in planning teaching and adhering to curriculum intentions. At the same time, this study shows that the increasingly academicized preschool teacher education does not seem to sufficiently prepare the next generation of preschool teachers to build relationships with guardians and colleagues. The study suggests the need for a comprehensive understanding of the profession and intensified collaborations between various stakeholders to better support newly qualified preschool teachers in Sweden and beyond.