Parents’ Views on the Significance of Formal Preschool Teacher Education in Sweden

In Sweden, collaboration between families and preschools is strongly emphasized, yet little is known about how parents perceive preschool teachers’ education, qualifications, and professional skills. Through a socio-cultural lens, this article explores parents’ views on preschool teacher competence within the context of parent–teacher partnerships. It is guided by the central question: What skills, competencies, and qualifications do parents consider important in a preschool teacher? Based on interviews with 25 parents of preschool-aged children in Sweden, the findings revealed three key themes: (i) parents’ knowledge about the teachers’ formal education, (ii) formal education and curriculum as meaningful/important when working in preschools, and (iii) parents’ perceptions of teachers’ professional competence in practice. This study thus highlights that, while formal qualifications are not a primary concern for parents, they place significant value on interpersonal qualities that foster a sense of safety and emotional security for both children and their families.