Abstract
Canadian educators and policy makers are in the midst of implementing an innovative approach to education for 4- and 5-year olds. This study examined the perspectives of the teaching teams who are making this new full-day school-based model work: registered early childhood educators and Ontario certified teachers. These two groups have different professional backgrounds, status, salary, and professional development opportunities. Survey and interview results highlighted the complexity of the new teaching model and identified conditions that support interprofessional team building and effective team teaching in school settings. Themes arising from the data include the importance of relationship building, rethinking practice, sharing knowledge/specialization, and reestablishing roles. Implications and recommendations for teaching teams and system administrators are provided.
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