The value of in‐service education for quality in pre‐school

Abstract

The aim of this study is to increase knowledge about, and describe how, participants consider their own learning process and development during in‐service education, and to consider how they attempt to implement their new knowledge in pre‐school after completing the training programme. The sample consists of nine newly qualified pre‐school teachers who participated in interviews twice. The first interview was conducted directly after completing their studies, and the second interview was conducted one year later, when the pre‐school teachers once again were active in pre‐schools. The findings indicate that pre‐school teachers perceive that they have gained strength in their profession. The theoretical bases including developmental pedagogy and a changed view of the child have been crucial for the implementation process. This kind of in‐service education is significant in increasing pre‐school quality.