Shifting sands and changing landscapes – A case study of the introduction to Collaborative Team Teaching in kindergarten

This qualitative case study investigated the introduction of a new model of teaching in kindergartens called Collaborative Team Teaching. The investigation highlighted intricacies and nuances evident as Bachelor-qualified educators transition from sole-practitioner teaching to a collaborative model. Data collected from the educators’ perspectives were analysed utilising a Communities of Practice framework. Findings revealed that introduction of a Collaborative Team Teaching model requires a well-mapped transition, during which a focus on the 6 Cs – Connection, Collaboration, Communication, Compromise, Consensus and Collaborative Praxis – is extremely beneficial. In addition, Collaborative Team Teaching as a model can greatly support professional growth and practitioner enhancement.