Teaching as a new mission: Swedish preschool teachers’ collegial discussions

This article explores how preschool teachers, over time, collectively manage teaching as a new part of their mission. The study’s empirical data consist two related but temporally separated sets containing collegial discussions among teachers; talks during development process and group interviews with the same teachers six months later. Through theory-driven analysis, using theoretical concept teacher agency, different ways achieving agency are brought into light. When tensions appear, achieve by professional core values in order to make adjustments, additions or changes school policy. These for example, sensitivity interests needs children, ambition perform pedagogical practice greater good children tradition child minders working together teams.