The main research question addressed in my dissertation is: what kinds of meaning do preschool teachers derive from employer initiated continuing education?

My dissertation has its point of origin in the changes the preschool teacher profession has gone through during the VK's (Venstre and Konservative, parties of government) reign (study period 2001 to 2008). During my research study preschool teachers along with other employees in the public sector have been the subject to what might be called a third phase of modernization (Boltanski & Chiapello 2007, Ejersbo and Greve 2008, Højlund and Knudsen 2008, Jensen 2009). In brief terms, the VK's reign in the preschool field may be characterized by a political transformation from a "daginstitution" (day-care) to a "dagtilbud" (day – service), from semi-profession to welfare profession, and not least from predominantly self-management (education and everyday life based on the local children's lives) to political management (education and everyday life based in the terms of policy objectives and curricula). These changes have resulted in an increased and growing portfolio for the teachers, an increase in participation in local political projects as well as increased demands for participation in required employer initiated continuing education.

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