Abstract:

The purpose of this research is to study how the team teaching method is applied in a kindergarten located within the university. In this context, the teacher’s experience with team teaching and the opinions of teachers, school managers and families about team teaching have been studied. The study of this study, conducted as a case study, was determined by the critical case sample method. The participants include 12 pre-school teachers, 1 school manager, 1 educational coordinator and 7 family members. In the study, half-built conversations were used as a data collection tool. The analysis of the data is done through content analysis. According to the results obtained, some teachers in the same team have the same roles in the classroom, while some teachers perform the training process in different roles. Different teaching models are applied in the school. The method was found beneficial for children, the educational process and teachers if harmonization, healthy communication and consistency were provided between the teams. On the other hand, team teaching has been translated that teachers negatively reflect the relationships between themselves and the relationships they establish with their families. Finally, it was revealed that in the early stages for an effective team of teaching practice, teachers needed training related to this method. At the stage of the creation of the teams, teachers are recommended to participate in the matching process. Teachers who will be partner must be recognized time before application so that they can know each other and make a partner choice.

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