Abstract

This article employs a narrative approach to explore educators’ moral functioning in Finnish preschools. Our study is theoretically inspired by notions drawn from feminist and sociocultural studies, according to which education is understood as an entirely moral phenomenon. Within a holistic framework, moral functioning is understood as a concept that intertwines educators’ moral thinking, their actions, the situation, and the cultural context. The study aims to answer the question: What kind of moral functioning emerges from educators’ narratives in a Finnish preschool context? Research material was produced from four group interviews and interpreted through narrative analysis. Our findings reveal that four different moral layers evolved, overlapped, and intertwined in educators’ narratives: what works in a preschool context; what provides good for people; what the rules say; and what is possible to achieve in an educator’s position. We present these findings in detail and discuss their theoretical, methodological, and pedagogical implications.