Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities­

摘要: This article analyses how the teaching profession takes shape when policy demands on increased documentation in preschool is interpreted and enacted by teachers. The professional identities take tension between two forms of professionalism: occupational professionalism, based collegial authority, organizational regulated policy, bureaucracy, markets. Interviews with teachers about parents highlight different not only took form interpretation process, but also worked as arguments for ways dealing change. A major conclusion that it would be a win-win situation professionals, children/parents, central/local authorities if influence professionalism was strengthened through revaluation teachers' experiences standards.