Interactionist Analysis of Professional Identities in Pre-school Context

The aim of this study was to develop new knowledge concerning creation and re-creation of pre-school teachers’ professional identity during the practical work with language development in multilingual children. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of ‘social interaction and learning’. Three themes are presented: language development during play, language development during mealtime, and language development during story reading. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the school context and recognition of the identity of pre-school teachers who engage in practical work among these children.(Conference canceled)