“Kindergarten isn't fun anymore. Isn't that so sad?”: Examining how kindergarten teachers in the US made sense of the changed kindergarten

This article investigates how kindergarten teachers made sense of the purpose and processes of the changed kindergarten, and how they would like to alter kindergarten if it did not reflect their understandings of schooling. These findings reveal these teachers’ concerns, provide insight into how they would like to reform kindergarten further to improve their and their students’ experiences and highlights their worries about whether such change is even possible. This work also illuminates ways in which teacher educators can work with practicing teachers and their teacher education students so that they can thrive as professionals in these changed teaching contexts.