Triadic conversations as disciplinary events: becoming a professional through reflective practices

This study takes triadic conversations in practicum courses as a starting point to scrutinise how the professional is shaped through reflective practices in preschool teacher education in Sweden. More specifically, the aim of the study is to explore how professional preschool teacher subjectivities are shaped through reflective practices in triadic conversations, and, considering the feminised setting, how gender is at play throughout these processes. Drawing on a poststructural approach, inspired by Foucault and feminist theory, regularities of description and self-description were analysed. The material consists of transcribed audio recordings of 16 triadic conversations in preschool teacher education, collected in two different practicum courses. The study identifies three ways in which subjectivity is shaped: through joy and dedication; through individualisation and confession; and through hands-on action, where personal traits and practical skills intertwine. The findings show that reflective practices are not neutral pedagogical tools but function as disciplinary techniques. They promote self-scrutiny, individual responsibility, and continuous self-improvement, aligning with gendered ideals of how to be a professional in this field. These ideals portray care and nurturing as natural traits, linking to broader discourses of femininity and motherhood.