Abstract
The purpose of this study is to describe Finnish and Estonian preschool teachers’ thoughts on the problems they encounter in their pedagogical work in the preschool context. The study involved interviews with 80 preschool teachers (40 in each country). The theoretical framework of the study is based on quality as a pedagogical phenomenon, whereby three interrelated dimensions are examined: structural, process and outcome quality. The data was analysed and interpreted phenomenographically. The teachers in both countries talked about problems, which connected mainly with structural and partly with process quality. Estonian teachers worried about insufficient co-operation between families and educational staff. The Finnish teachers mentioned difficulties in building stable partnerships with parents who were working intermittently and the equality of co-operation with their colleagues. It would be valuable to investigate preschool teachers’ problems in everyday work and how they solve them individually and in co-operation with their colleagues.
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