השפעת דפוסי היחסים במשולש ההדרכה על תהליכי למידת סטודנטיות לחינוך בגיל הרך

The study examined the impact of a triadic mentoring model of university–schoolcollaboration on student teachers’ learning in the context of early childhood education.Eight mentoring triads were formed in six kindergartens. Each mentoring triad comprisedthe student teacher, a cooperating teacher and the college supervisor. This paper focuseson three representative triads of the eight that were studied. The study adopted qualitativemethodology including three complementary data collection sources: observations ofthe students working with children in the kindergarten; observations and recordings ofthe triadic mentoring conversations; and in-depth interviews with each participant in thementoring triad. Data was analyzed using an interpretative framework developed forthe study, which combined elements from Engestrom’s CHAT, Gee’s building tasks andEdward’s relational agency. The research identified three major patterns of interactionthat 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, thusoffering additional interpretative lenses for examining how relational agency operatesin students’ mentored learning processes.