"גננת זה לא מה שחשבתי": תפיסת תפקיד הגננת בקרב סטודנטיות במסלול להכשרת גננות

The teaching role as perceived by teachers has been widely studied due to its implications for the quality of the teachers’ work over the years. Few studies have examined the teaching role perceived by kindergarten teachers. The study focused on this area, and explored the development of a professional identity among kindergarten teachers at an early stage in their training. 133 students were asked to complete a questionnaire at the beginning and end of their first year of studies. In the questionnaire they were asked to write a metaphor which represents the kindergarten teacher’s role, and to explain their choice of metaphor. Analysis of the explanations showed that the students’ teaching role perception focused mainly on their ability to provide emotional support to the children. Additionally, it was found that the perception of the teaching role was dynamic: Students tended to change the definition by adding more aspects to the role, or by altering the teaching role’s characteristics. Interviews conducted at the end of the year confirmed the findings, and expanded understanding of the change that took place and the factors that led to a change in the perception of the role. Recommendations mainly relate to the practical aspect of training students in early childhood education, the contribution of the metaphor explanations as a tool that will facilitate an understanding of the internal process of formulating a role perception, and creating a rich dialogue between pedagogical instructors and students.