The Future Preschool Teacher: A Student Perspective

Abstract

Today’s preschool teacher students are described as different compared to previous generations, especially regarding their participation in various components of the preschool teacher education program. To better understand the underlying factors and to support these students more effectively, this study adopts a student perspective on who the preschool teacher student is. Using positioning theory to analyze interviews with both highly motivated and less motivated students from different universities, the study explores the common narratives students use to describe their experiences and actions. The study identifies seven key narratives that highlight the students’ backgrounds, their motivations for becoming preschool teachers, and their roles and engagement as students. The results indicate that preschool teacher students often position themselves as dedicated and active co-creators of their education, while occasionally perceiving their peers as less engaged. The article also discusses how age and life experience influence students’ positioning and participation, and how relationships between students and teachers can foster a greater sense of belonging and purpose in their studies. Lastly, pedagogical implications are outlined to enhance preschool teacher education.