This case study aimed to examine how the team teaching method is implemented in a university kindergarten. In this context, the experiences of preschool teachers, and the opinions of teachers, school management, and families on team teaching were examined. The research participants were determined by the critical case sampling method. Participants included twelve preschool teachers, one school administrator, one education coordinator, and seven family members. The data, collected by semi-structured interviews, were subjected to content analysis. According to the results, the team teachers carry out the education process in equal and unequal positions and using different models. The method is found to be beneficial for the children, teachers, and the education process, provided that harmony, healthy communication and consistency are maintained between team members. On the other hand, according to participants, team teaching has disadvantages in terms of the relationship between the family and the teacher and between the teachers in the team. Finally, it is suggested that teachers who work in schools where the method is used for an effective team teaching experience should be given training on teamwork. Before implementing the method, the teachers should be given time to get to know each other. In addition, the administrators should allow the teachers to participate in the selection of their team partners.
Cite this article as: Kılıçay, V., & Özcan, Ş. E. (2022). Team teaching in preschool education: A case study. HAYEF: Journal of Education, 19(1), 18-29.