The leadership role of preschool teachers in Sweden has been underscored in policy documents and research (Eriksson et al., 2018; Swedish National Agency for Education, 2018). The Swedish national curriculum Lpfö18 (Swedish National Agency for Education, 2010) marked a significant shift, explicitly assigning preschool teachers the primary responsibility for pedagogical activities. Historically, the role of preschool teachers was not clearly defined, complicating changes in their professional tasks (Eriksson et al., 2018). This ambiguity is partly due to the traditionally collegial nature of preschool leadership, involving shared responsibility within teams that include other professional groups, such as childminders (Eriksson et al., 2018; Zulkifly et al., 2020). In such settings, preschool teachers may face challenges in assuming leadership roles (Aastvedt Halland & Kristoffersen Winje, 2022;).

The process-oriented nature of the Swedish preschool curriculum, Lpfö18 (Swedish National Agency for Education, 2018), also contributes to the perceived ambiguity of preschool teachers' leadership roles (Larsdotter Bodin, 2024). This approach requires each preschool to determine how to conduct educational activities based on curriculum objectives (Wahlström, 2023), granting preschool teachers considerable autonomy in interpreting and implementing their responsibilities (Eriksson et al., 2018; Wahlström, 2023). Several studies emphasize the importance of providing preschool teachers with opportunities to interpret and discuss their responsibilities and leadership roles in accordance with policy guidelines (Eriksson et al., 2018; Lundqvist & Larsdotter Bodin, 2018). Research indicates that the professional role of preschool teachers is multifaceted, encompassing theoretical knowledge, practical skills, and actions based on professional judgment in situations where competing demands from different stakeholders may create complex dilemmas (Larsdotter Bodin, 2024). This form of professional judgment, sometimes referred to as tacit knowledge, is described as implicit and unspoken knowledge manifested in everyday pedagogical actions. This study conceptualizes professional leadership as akin to a "craft," developed through both experience and practical practice (Johannessen, 2002; Sergiovanni, 2001; Svenaeus, 2009). The present study builds on previous research by Larsdotter Bodin (2024), which explored how preschool teachers understand and describe their pedagogical leadership. Considering the inherent complexity of a preschool teacher's leadership role, which is influenced by interactions with others and varies across different contexts, this study emphasizes the personal aspects of leadership. Consequently, the study adopts a theoretical framework that incorporates personal, professional, and positional perspectives on leadership (Sergiovanni, 2001).

The purpose of this study is to investigate the significance of individual and collective reflections during dialogue seminars for preschool teachers' insights into their leadership, considering personal, professional and positional perspectives on leadership (Saarukka, 2017; Sergiovanni, 2001).

• What insights about their leadership role do preschool teachers express during individual and collective reflections in dialogue seminars?

• How can preschool teachers' insights about leadership be understood in relation to the personal, professional and positional perspectives on leadership?

This study employs a qualitative research approach, aiming to gain insights into a specific topic through the lived experiences of participant (Fejes & Thornberg, 2019; Kvale & Brinkman, 2014). The participating preschool teachers were selected based on an exploratory sampling method, requiring them to have knowledge and experience of working in preschool (Fejes & Thornberg, 2019). In total, twelve licensed preschool teachers, with 2.5 – 28 years of experience, participated. They were employed at nine preschools in central Sweden, which can be characterized as convenience sample. The preschools were located in metropolitan areas, smaller towns and rural regions to ensure geographical diversity. To address the research questions, this study utilized recorded conversations from dialogue seminars and qualitative research interviews as data collection methods. Kvale and Brinkman (2014) highlight that the purpose of qualitative research interviews is to deepen the understanding of the lived everyday world from the interviewee's perspective. A dialogue seminar is a structured conversation among professionals, enhanced by thorough preparation involving reading and reflecting on academic and fictional texts (Hammarén, 1999, Ratkic´, 2010). These texts, selected based on themes related to preschool teachers' leadership roles, help participants reflect on their own leadership experiences. During the seminars, participants read their reflections aloud, which adds a personal dimension to the discussion. This method fosters dynamic collective discussions and helps integrate others' experiences, facilitating knowledge development. The seminars were recorded, and the author's role was to ensure equal participation and listen empathetically, which also presented ethical challenges. Each dialogue seminar and qualitative interview was audio-recorded and transcribed using Microsoft Office 365's Word Online. The author reviewed all recordings alongside the transcriptions to ensure accurate representation of the preschool teachers' narratives. Data analysis, inspired by hermeneutic analysis, involved meticulous listening to audio recordings and noting keywords, followed by categorizing transcripts based on these keywords using color coding and notes. The identified categories were aligned with the study’s theoretical framework, integrating person-related, profession-related, and position-related perspectives on leadership. To ensure ethical considerations, good research practice was followed in accordance with recommendations from the Swedish Research Council (2017) and the General Data Protection Regulation (2016/679).

The results indicate a mutual relationship between different aspects of leadership, showing that personal, professional, and positional dimensions are interconnected. Participants felt validated in their professional identity and more confident in their roles (personal perspective), while also feeling their position was strengthened as their thoughts and values were affirmed (position-related perspective). This is significant given the complexity and diffuse nature of preschool teachers' leadership, which can make it challenging to assert formal leadership among other professionals. A connection is also evident between personal and professional perspectives on leadership. Reflections on personal responsibility within the professional role relate to how participants treat colleagues, children, and parents. Previous research highlights the complexity of educational leadership in preschool, where conflicts between goals, values, and interests require well-considered decisions. Given this complexity, it is crucial for preschool teachers to have time and opportunities for reflection. In this study, dialogue seminars facilitated individual and collective reflection, allowing preschool teachers to explore and reconsider their practical actions. The study shows that preschool teachers, through dialogue seminars, have become more aware of the importance of conversation and listening. They gained a new understanding of the need for transparent communication about the preschool's pedagogical vision and goals with other professionals. Additionally, they emphasized the importance of listening openly to colleagues' thoughts rather than approaching them with preconceived notions of "truth" and knowledge. This conscious approach is seen as necessary to strengthen the professional roles of their colleagues, aligning with the positional aspects of leadership (Saarukka, 2017), which highlight the importance of cultivating meaningful relationships in leadership roles. The results indicate that the preschool teachers' individual and collective reflections have clarified how their leadership roles can be understood in relation to their context and personal values.

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