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Abstract
The concept of human nature has been in the centre of philosophy for a very long time. From ancient times to the postmodern world, people have sought to understand the nature of humanity. Different schools and thoughts in philosophy were in consistency with their definitions of human nature. The concept holds its significance for education, too for various learning theories take up humanity from different perspectives. With those in mind, the study seeks a relevance – if any – between teachers’ concepts of human nature and their teaching practices. The study was designed as a qualitative phenomenological study. The participants of the study consist of 5 female pre-school teachers. Semi-structured interviews and observations were implemented to understand whether teachers’ concepts of human nature direct their teaching practices. The findings suggest that there is a close link between pre-school teachers’ human nature concepts and their teaching practices.