Preschool Teachers' Narratives: A Window on Personal-Professional History, Values and Beliefs

This study investigated 10 Israeli preschool teachers' reasons for choosing their profession and their perceptions of the teacher's role. A narrative approach was chosen because teachers' narratives can reveal their practical knowledge and the meanings they ascribe to their teaching. Data were subjected to content analysis and linguistic analysis. The content analysis revealed that choice of profession flowed from personal history and family background and reflected the needs, priorities and ambitions of each teacher. Most of the participants chose this profession at an early stage, in childhood or adolescence, and were influenced by close family members. An ongoing connection was revealed between key events and people in the preschool teachers' narratives, their perceptions of the teacher's role and their professional selves. The linguistic analysis revealed beliefs and values expressed through figurative language, and especially metaphor. Metaphoric themes related mainly to the nurturing of children and were consistent with beliefs and values expressed directly.