The aim of this study was to explore how team is built and how it works as a type of social interaction in preschool bilingual education. More specifically, we asked how teachers of the societally dominant language (Hebrew) and heritage language (Russian) to 3–4-year-olds make decisions about their teamwork and what makes this work successful in the different domains of classroom environment. This study draws on case study and mini ethnography as a methodological approach and applies triangulation of data collection sources. Interviews with both teachers on three separate occasions during the academic year permitted us to receive qualitatively rich and thick data. Critical reflections allowed the teachers to rethink their personal professional experiences, recognize challenges in their practice, and find solutions. In addition, we conducted 6 video recorded observations of co-teaching meetings throughout the year. Our analysis revealed critical characteristics of teaming such as tuneful communication between the two teachers and the children, promoting openness towards a novel language, inter-cultural negotiations stressing the positive co-existence of two different cultures and languages within a minority/majority context, and a dynamic and docile teaching process. In the process of their teaming development, the teachers acted as collective agents of change.

本研究的目的是探讨团队是如何建立的，以及它如何作为一种社会互动在学前双语教育中发挥作用。更具体地说，我们询问了 3-4 岁社会主流语言（希伯来语）和传统语言（俄语）的教师如何就他们的团队合作做出决定，以及是什么使这项工作在课堂环境的不同领域取得成功。本研究借鉴案例研究和小型民族志作为方法论方法，并应用数据收集源的三角测量。在本学年的三个不同场合与两位老师的访谈使我们能够获得定性的丰富而厚实的数据。批判性反思让教师们重新思考他们的个人职业经历，认识到他们实践中的挑战，并找到解决方案。此外，全年我们对合作教学会议进行了 6 次视频记录观察。我们的分析揭示了团队合作的关键特征，例如两位老师和孩子之间的和谐交流，促进对新语言的开放性，跨文化谈判强调少数/多数背景下两种不同文化和语言的积极共存，以及一个动态和温顺的教学过程。在他们的团队发展过程中，教师们充当了集体变革的推动者。跨文化谈判强调两种不同文化和语言在少数/多数背景下的积极共存，以及动态和温顺的教学过程。在他们的团队发展过程中，教师们充当了集体变革的推动者。跨文化谈判强调两种不同文化和语言在少数/多数背景下的积极共存，以及动态和温顺的教学过程。在他们的团队发展过程中，教师们充当了集体变革的推动者。