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En studie om förskollärares tal om uppdraget som VFU-lärare i relation till det formella dokumentet
This study contains how pre-school teachers talk about their mission as tutors and their assignments to educate student teachers in relation to the document that contains information concerning practice-based learning. The students are involved in communities of practice regarding pre-schools for children between one year and five years old. The pre-school teachers will share their daily work and pedagogical responsibility in the activities, meaning that the students are expected to show social engagement in interaction between children and adults. When teachers from the University visit the pre-school, the students are supposed to have a lesson or activity with the pupils in the practice class. And afterwards the students, the pre-school teachers and the teacher from University together have a developing discuss about the outcome objectives that the students are supposed to reach during the practice. The teachers from the University are also supposed to serve as a sounding board with whom to discuss ideas. A fundamental idea in the teacher-education in University of Skövde is that the students will be connected to an activity during a longer period. By following the same activity in the pre-school the students get an understanding and confidentiality with the profession. The teacher-education is based on "one foot in practice and one foot in theory". The empirical data is generated through interviews with pre-school teachers who work with children from one to five years old. We have chosen pre-schools in four different communities in the area of Skaraborg. The results of the study show that pre-school teachers are proud of their profession and they are interested in working with student teachers both pedagogical and as a colleague. A concept as collaboration, opportunities, responsibility, and motivation and to believe in future is often expressed by the pre-school teachers when they talk about their work as tutors for the teacher-students. Pre-school teacher?s memories of their own time as teacher-students are very important for their behavior as tutors and the document of practice-based learning, has because of that, not been used as it was meant to be from the University of Skövde, neither by the pre-school teachers nor by students. The result from this study shows that pre-school teacher?s memories, from their own education, are very important in their missions as tutors.