| Summary: | The aim of the thesis is to find how far the curriculum, used as a tool for political governance, reaches, in particular the preschool teachers and the preschool principal. The authors of this thesis aim to investigate if a certain identity of a teacheris considered desirablein the curriculum. With the curriculum ́s concept of teaching set as a starting platform, in relation to the teacher’s perception of the concept teaching, investigations are made to find out about the attitude towards the concept. The issue of the thesis is: How is the concept teaching described in the proposal for the new curriculum for preschools? What kind of attributes to a teacher is considered desirable, with the new curriculum? What notions and attitudes do the teachers have, towards the new concept of teachingin preschools? This thesis was made, using a qualitative method. Interviews have been made with the preschool principal and the preschool teachers, for the purpose of understanding and interpret their beliefs regarding the concept teaching. Analyses and interpretations have been undertaken about how the concept teaching is described in the new curriculum, for this purpose an idea analysis was used. The theoretical terms used in this thesis are Wahlström ́s definition of reform and makt (reform and power). Lidensjö and Lundgren ́s definition of styrbarhet and ostyrbarhet (ability to perform political governance and inability to perform political governance). Jan Morawskis definition of kontroll and frihet (control and freedom). These definitions give an enhanced understanding for the efficiency of the new reform in terms of reaching the targeted audience; the teachers. The result of the thesis indicates that the new curriculum is unclear when showing how the aim of the teaching will be achieved. Neither is it stated, what kind of conditions the teacher can claim to fulfill the mission of teaching, or how the task can be distributed within teacher work groups. The perception of the ideal teacher identity, when considering the curriculum includes, a flexible, subject knowledgeable and democratic leader. The descriptions of the concept teaching, taken from the interviews were not consistent. The concept was thought of as elevating the status of the profession but was at the same time considered firmly connected to school. The concept seemed lacking accuracy in the curriculum of both the preschool principal and the teachers, to affect the daily teaching.
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