ABSTRACT
An interactive methodology, using small group work, discussion and design teams has become common practice on English language teacher education courses which aim to encourage reflective practice. However, collaborative work carries with it inherent problems, particularly where participants are from a variety of cultural backgrounds and where many may be unfamiliar with collaborative work in education. This chapter argues that if participants are invited to engage in a particular mode of learning, they need to be able to manage it effectively to ensure positive learning outcomes. The implication of this is that teacher educa-tors should take on responsibility for providing and managing the ground-work necessary for successful collaborative work. It goes on to discuss how a programme of developmental evaluation activities might play a useful role in this task.
