Current approaches to early childhood teacher education have moved from a view of student–teacher training as interactions involving one novice and one expert, to a process that demands resources and engagement of several professional players while mediating students’ learning in practice. The purpose of this paper is to examine the impact of a triadic mentoring model of a university–school collaboration (“Academia–Classroom”) on student teachers’ (STs) learning in the context of early childhood education in Israel. Eight mentoring triads were formed in six kindergartens. Each mentoring triad was comprised of the ST, a cooperating teacher and the college supervisor. This paper focuses on three representative triads of the eight that were studied.,The in-depth study adopted qualitative methodology including three complementary data-collection sources: observations of the STs working with children in the kindergarten; observations and recordings of the triadic mentoring conversations following the observations; in-depth interviews with each participant in the mentoring triad. Data were analyzed using an interpretative framework developed for the study, which combined elements from Engestrom’s cultural historical activity theory, Gee’s building tasks and Edward’s relational agency.,The research identified three major patterns of interaction operating in the mentoring triad that promoted or hindered the learning process of early childhood education students: dissonant, harmonic and argumentative. The way in which relational agency developed in the triads was found to be the most significant aspect of students’ learning process.,The patterns of interaction identified shed light on new aspects of relational agency, thus offering additional interpretative lenses for examining how relational agency operates in ST mentored learning processes. These new identified patterns have practical implications for the design of mentoring frameworks in early childhood teacher education.

中文翻译：

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三级指导在幼儿教师教育中：关系代理的作用

当前的幼儿教师教育方法已经从以一名新手和一名专家参与为对象的教师互动培训的观点，转变为在调解学生学习实践的同时需要资源和数名专业参与者参与的过程。本文的目的是研究以色列的幼儿教育背景下，大学与学校合作的三重指导模式（“学术界-课堂”）对学生教师学习的影响。在六个幼儿园中形成了八个指导三合会。每个指导三人组均由ST，一位合作的老师和一名大学导师组成。本文着重研究的八个代表性黑社会中的三个。深入的研究采用了定性方法，包括三个互补的数据收集来源：对在幼儿园与儿童一起工作的性工作者的观察；在观察后观察和记录三合会指导对话；与指导三合会的每个参与者进行深入访谈。使用为本研究开发的解释框架对数据进行了分析，该框架结合了Engestrom的文化历史活动理论，Gee的建筑任务和Edward的关系代理的要素。该研究确定了在指导三合会中促进或阻碍学习的三种主要交互方式。学生早期教育的过程：不和谐，和声与议论。三合会中关系代理的发展方式被认为是学生学习过程中最重要的方面。所确定的互动模式为关系代理的新方面提供了亮点，从而为检验关系代理的运作方式提供了更多的解释性视角。在ST指导的学习过程中。这些新确定的模式对幼儿教师教育中指导框架的设计具有实际意义。