This qualitative study at a university college in Norway investigated the implementation of educational workshops in Early Childhood Teacher Education (ECTE). The study addresses the educators’ reflections on their teaching roles in focus group interviews after the workshops. The workshops were used as a form of experimental teaching to meet the changing student groups and a world characterised by unforeseen situations and polycrisis. A three-day workshop focusing on play, arts and various subjects was conducted to holistically support the students’ learning outcomes, including co-creation among educators, students and kindergarten teachers. Our results show that the educators described their teaching roles in relation to two patterns: conventional teaching, as formalist and traditionalist, and teaching in workshops, as specialists and co-creators. We discuss how the changes in teaching roles from conventional teaching to workshops can promote double-loop learning and how educators become leaders of learning and co-creators within a society characterised by uncertainty and polycrisis.