Action Men and Affectionate Women – Gendered Appreciations of Preschool Teachers in Denmark

This article examines how gendered perceptions shape the professional recognition of preschool teachers within Danish early childhood education settings. Drawing on 1,393 nominations submitted over a four-year period for the national Preschool Teacher Prize, the study analyzes whether male and female teachers are valued differently in professional discourse. While previous research has primarily focused on how teachers engage with children in gender-stereotypical ways, this study shifts the lens to how teachers themselves are perceived and appreciated. Through thematic analysis supported by NVivo, the study identifies distinct patterns: male teachers are frequently commended for action-oriented qualities such as playfulness, outdoor engagement, and interaction with nature, whereas female teachers are more often commended for emotional sensitivity, caregiving, and relational competencies. These findings underscore the persistence of gendered norms in the evaluation of pedagogical excellence and underscore the need for more gender-conscious approaches to professional recognition. The article contributes to broader debates on gender equity within care professions.