This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.

In the increasingly diverse context of North American schools, cross-cultural understanding is of fundamental importance. Most teachers are mono-cultural – typically white, middle class women. To inform teaching practice, these educators draw primarily from personal cultural backgrounds often to the exclusion or detriment of other cultural ways of knowing brought to the classroom by students. Teacher education programs are challenged to interrupt the norms of their conventional practices in order to help dominant culture teachers become more sensitive and insightful towards issues of cross-cultural pedagogy. In particular, the needs of Canadian Aboriginal students require close attention. Indigenous ways of learning and teaching are rarely included in school curricula. This dissertation argues that not only is an indigenous pedagogy useful for Aboriginal students, it also serves to support learning for all students in a multicultural classroom. This phenomenological narrative study looked at the experience of non-Aboriginal preservice teachers enrolled in a university course taught by instructors from several First Nations of Canada. The course took place on Lkwungen Coast Salish territory and provided direct access to indigenous knowledge as the participants worked with earth fibre textiles. The wisdom keepers created a place for the preservice teachers to participate extensively in a cultural approach to learning that was quite different from their previous educational experiences. While engaging in the indigenous handwork, the preservice teachers carefully observed both their own processes as learners and the ways in which the wisdom keepers in the course acted as teachers. The insight gained through this reflexive work troubled the participants’ deep-seated Eurocentric perspectives. Reflecting on personal shifts in attitudes, values and beliefs about the twinned processes of learning and teaching, the participants reported changes in their teaching practice with both Aboriginal and non-Aboriginal students. Significant themes in the data revolve around issues of personal and social intent, reflective and reflexive practice, spirituality, the endogenous processes of the learner, learning in community, and teachers’ faith in the learner. The data suggest that implementing an eco/social/spiritual framework is useful in cross-cultural learning and teaching environments as well as in the context of educational research.

Born into a visual culture, today’s generation of learners generally prefer a visually-rich multimodal learning environment. Tapping into the potential of visuals in language pedagogy, this study was aimed at discovering the impact of a visual presentation of grammatical concepts related to sentence structure on student writing. The study used a mixed methods design to analyse the impact of the visual approach first by statistically measuring sentence variety and syntactic complexity of student pre and post intervention texts and then using interviews to explain the nature of the impact of visuals on student conceptual understanding and its effect on their writing development. Statistical findings reveal that the experimental groups of Chinese students who were taught grammatical concepts in the context of writing instruction using a visual approach outperformed the students in the control groups who were given similar lessons in the context of writing instruction but using traditional printed hand-outs. Qualitative findings suggest that the visuals seems to have increased these students’ conceptual understanding of grammatical items that were taught, and this resulted in more sophisticated and syntactically complex texts after the intervention. The study supports the theory of contextualized teaching of grammar and proposes the use of external visuals that lead to internal visualization based on the cognitive theory of multimodal learning. In so doing, it extends the use of visual learning to grammar pedagogy. However, the findings also suggest that the visual approach would not work effectively in cultures that promote rote learning and decontextualized exercises in grammar with the sole aim of passing the exams. A shift in attitude towards grammar pedagogy in China is deemed necessary.

The researcher has observed and noted that out of the four regions of Swaziland, Shiselweni is the leading region with high schools that manifest a poor culture of learning and teaching. The summary of 2009 Junior Certificate results revealed that it is not only that Shiselweni had the lowest pass rate, but also that it recorded the highest number of failures when compared with the other three regions. The purpose of the study was to determine strategies that could be used by principals in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. The study pursued a qualitative research design which was explorative and descriptive. Qualitative methods were used to collect data from the respondents. Data was collected by means of focus group interviews with learners and teachers, and then through one-onone interviews with principals and parents. The sample was drawn from six high schools in the Shiselweni region that differed in their academic performance. Purposive sampling was used when selecting the schools and those who were to participate in the study. Data was constantly compared and analyzed using the coding method. Participants signed letters of consent and they were assured of the anonymity and confidentiality of the study. They were also made aware that they were not forced to participate in the study and that they were free to withdraw if they were so persuaded. Triangulation and the Guba’s trustworthiness model were used to enhance the reliability and validity of the study. Findings helped the researcher to arrive at recommendations on the role that principals should play in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. / Educational Studies / M. Ed. (Educational Management)

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science concepts and terminology. In chapter two I refer to different theoreticians to advance my argument around the use of language as a tool to promote cognitive development and conceptual understanding in areas of academic learning in this case, natural science. I looked at work done internationally on cognitive development and then explored numerous research projects conducted on the same issue in an African context around the use of indigenous languages in teaching and learning. I also explored the Language in Education Policy underpinning the natural science curriculum statement, particularly the distinction between additive and subtractive bi/multilingualism. I will discuss the language of science and investigate how this highly specialised natural science jargon is used to convey understanding of science to learners who are not native speakers of English. Classroom observations and interviews with teachers are used to gain insight into the use of both isiXhosa and English in everyday teaching and learning. Teaching and learning materials such as textbooks and learners’ work are also explored. These are attempts to determine how natural science concepts and terminology are explained to learners and which language is used and for what purposes? The study concludes that the lack of materials in isiXhosa, coupled with unplanned code switching to English and the extensive use of English borrowings affect learners’ ability to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is. In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid. Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te bring. Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word en watter taal gebruik word vir watter doeleindes. Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse materiaal te verstaan.

<p>Iskustvo u radu sa studentima pokazalo je da studenti nedovoljno ĉesto ostvaruju zadovoljavajuće ishode uĉenja na lingvistiĉkim predmetima na studijama engleskog jezika, &scaron;to je takoĊe opisano i u stranoj literaturi. Kao jedan od razloga navodi se nastava koja upućuje studente na pasivnost, te oni pribegavaju memorisanju i reprodukciji materijala kao najĉe&scaron;ćim ishodima uĉenja. Biggs (1999) razraĊuje koncepte dubinskog i povr&scaron;inskog pristupa uĉenju, koje relevantna literatura smatra kljuĉnim faktorima za kvalitet ishoda uĉenja. Dubinski pristup uĉenju korelira sa kvalitetnim ishodima uĉenja i funkcionalnim znanjem, a karakteri&scaron;u ga motivacija, zadovoljstvo usled uĉenja, studentska aktivnost i to aktivnost visokih kognitivnih funkcija. Visoke kognitivne funkcije (Bloom i dr. 1956, Anderson i dr. 2001) i povezane kognitivne radnje (re&scaron;avanje problema, analitiĉko, kritiĉko i kreativno razmi&scaron;ljanje) jesu najvaţniji ciljevi visokog obrazovanja jer samo one, usled primene transfera uĉenja, govore o steĉenom i primenljivom, tj. funkcionalnom znanju. Obuka i razvoj visokih kognitivnih funkcija omogući će studentima da uĉenju pristupe dubinski &scaron;to je jo&scaron; jedan razlog da budu osnovni nastavni cilj svih predmeta na ustanovama tercijarnog obrazovanja. U skladu sa ovim teorijskim postavkama postavljene su osnovna i pomoćna hipoteza: upotreba posebno konstruisanih veţbi za aktivaciju vi&scaron;ih kognitivnih funkcija u nastavi lingvistiĉkih predmeta dove&scaron;će do sticanja funkcionalnog znanja na teorijskom i praktiĉnom nivou; steĉeno znanje kroz ovakvu eksperimentalnu nastavu i upotreba tog znanja odraţavaće kognitivne funkcije ne samo niţeg nego i vi&scaron;eg reda: primeniti, analizirati, proceniti, stvoriti, kao i kritiĉko i kreativno razmi&scaron;ljanje i re&scaron;avanje problema. Kako bi se proverile hipoteze, sproveden je eksperiment sa studentima prve godine engleskog jezika (N=34) na Fakultetu za pravne i poslovne studije dr Lazar Vrkatić u Novom Sadu. U istraţivanju sa paralelnim grupama, eksperimentalna grupa je imala veţbe sa aktivnostima koje razvijaju vi&scaron;e kognitivne funkcije na predmetu uvod u op&scaron;tu lingvistiku tokom zimskog semestra &scaron;kolske 2012/2013. godine. UporeĊeni su kvantitativni rezultati kolokvijuma eksperimentalne i kontrolne grupe na kraju semestra, a potom je sproveden intervju sa po pet studenata iz svake grupe radi utvrĊivanja kvalitativnih razlika u kognitivnim procesima kod ove dve grupe. Obe grupe su ostvarile podjednak uspeh na kolokvijumu, te je osnovna hipoteza odbaĉena. Kodirani podaci iz intervjua pokazali su da obe grupe podjednako koriste kognitivne funkcije po broju i distribuciji, te je i pomoćna hipoteza odbaĉena. Kao obja&scaron;njenje za odsustvo većeg uspeha EG navedena su metodolo&scaron;ka ograniĉenja istraţivanja: duţina eksperimentalne nastave, problem dokazivosti transfera i problem kodiranja intervjua. Drugi faktori koji mogu objasniti neuspeh su: prethodno steĉene navike u uĉenju, neshvatanje svrhe izuĉavanja predmeta i dr. UporeĊeni su rezultati boljih i slabijih studenata, te je utvrĊeno da bolji studenti pokazuju veći stepen samostalnosti, da upotrebljavaju vi&scaron;e kognitivne funkcije kao i duţe nizove kognitivnih radnji. Posmatrajući kvalitativne podatke, bolji studenti eksperimentalne grupe pokazali su promenu gledanja na svet usled izuĉavanja lingvistike i izrazili su zadovoljstvo zbog uĉenja ovog predmeta. Oni pokazuju i upotrebu najduţih nizova vezanih kognitivnih radnji. Iz ovoga se moţe zakljuĉiti da su oni pristupili uĉenju dubinski i zbog toga ostvarili kvalitetnije ishode uĉenja. U cilju dono&scaron;enja ĉvrstih zakljuĉaka neophodno je sprovesti dugotrajniji i obuhvatniji multidiciplinarni istraţivaĉki projekat, s obzirom da bi pozitivni rezultati bili od velikog znaĉaja za pobolj&scaron;anje ishoda uĉenja na tercijarnom nivou obrazovanja. Ključne reči: uĉenje i nastava na tercijarnom nivou, taksonomija obrazovnih ciljeva, pristupi uĉenju, vi&scaron;e kognitivne funkcije, transfer uĉenja, funckionalno znanje.</p> / <p>The experience of working with university students has shown that the learning outcomes of linguistic courses are infrequently satisfactory, which is also described in literature worldwide. Teaching philosophy in which students are forced into passives roles is one of the causes since such teaching results in low motivation with memorizing and reproduction of learned materials as the most frequent outcomes of learning. Biggs (1999) develops the concepts of deep and superficial learning approaches which have been declared in the relevant literature as key factors for the quality of learning outcomes. Deep approach to learning correlates with high quality learning outcomes, and is characterized by high motivation, satisfaction with learning and student activity of appropriately high cognitive levels. Higher cognitive functions (Bloom et. al. 1956, Anderson at al. 2001) and related cognitive activities (problem solving, analytical, critical and creative thinking) are the most important goals of higher education since these thinking skills are transferable and therefore represent applicable and functional knowledge. The training and development of the higher cognitive skills enables students to use deep approaches to learning, which is an additional reason to consider them as fundamental teaching goals in all courses in tertiary education. Based on this theoretical framework the main hypothesis and sub-hypothesis were formulated as follows: the use of specially designed practices which activate higher cognitive functions (HCF) will result in acquiring functional knowledge at both theoretical and practical levels; the knowledge gained through such teaching will reflect the use of higher cognitive functions: apply, analyze, evaluate, create, as well as show problem solving skills and critical and creative thinking. To test the hypotheses an experiment was conducted with the first year English language students (N=34) at the Faculty of Legal and Business Studies dr Lazar Vrkatić in Novi Sad. In the parallel groups design, the experimental group (EG) was involved with activities which develop HCFs in the course of Introduction to General Linguistics during the winter semester of the 2012/2013. Quantitative data were collected at the end of the semester (the final test) and compared between the two groups to determine whether the EG scored better results than the control group (CG). This was followed by interviews with five respondents from each group to qualitatively compare the cognitive processes. No statistically significant difference between test results in the two groups was found and so the main hypothesis was rejected. The coded data from the interviews showed an equal number of identified CFs with both groups with similar distribution patterns, thus the sub-hypothesis was also rejected. The absence of better scores of the EG can be explained by some methodological limitations of the experiment, such as the length of the experimental activities, the problem of proof of transfer and the coding of the interview data. Other factors include the existing learning habits of students, the inability to grasp the purpose of studying linguistics, etc. The results of better students were compared to those of the weaker ones, which showed that better students are more autonomous, use a greater number of HCFs and string more CFs into a complex response. Qualitative data also showed that better students of the experimental group expressed a change in how they see the world around them and express satisfaction because of studying linguistics. They also string the longest chains of cognitive activities. These findings lead to a conclusion that better students of the EG used deep approaches to learning which resulted in higher quality learning outcomes. In order to achieve conclusive results, a comprehensive long-term multidisciplinary research project should be carried out, since its results would have a significant impact on the quality of learning outcomes in tertiary education.</p>

The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.

This research project conducted an in-depth, qualitative assessment of vocational education and training (VET) teachers’ perceptions of pedagogic innovation, with an emphasis on obstacles and supporting factors. The main research question was: “How do teachers’ roles and perspectives shape innovation processes in VET and what does this imply for the development of teaching and learning practices?” Three clusters of subsidiary questions were derived around thematic foci: ‘perceptions and concepts’, ‘documentation of practice’, and ‘dynamics, limitations, and lessons for innovation’. Based on analytical strategies derived from grounded theory, two phases of interviews – the first with ten experts and the second with 62 VET practitioners at 20 colleges – were conducted in England, Germany, and Austria, with a focus on full-time VET (Further Education Colleges, Berufskollegs, and Berufsbildende Mittlere und Höhere Schulen) in the 16-19 age range. Classroom observation preceded semi-structured, 30 to 60 minute interviews with teachers. The study builds on previous research and existing frameworks such as Lipsky’s concept of ‘street-level bureaucracy’ and Flyvbjerg’s ‘critical cases’. However, it fills a gap in the literature by focusing on practitioner perceptions, motivations, professionalism, autonomy, work contexts, and own learning in relation to pedagogic innovation, whilst tracing relevant connections to educational policy, college management, and societal influences. Teachers are shown in multiple roles as inventors, designers, and implementers of innovation, facing nine categories of obstacles. Those include limited time and budgets, bureaucracy and lack of autonomy, problems with project planning and execution, and issues related to lack of support. In addition, this study provides a comparative investigation of practitioners’ interpretations of key terms (‘pedagogy’, ‘didactics’, ‘innovation’), revealing differences between England on the one hand, and Germany and Austria on the other, based on different degrees of autonomy and innovative focus. Based on such findings, the study details recommendations for college leaders and policy makers for facilitating pedagogic innovation, placing each in their respective national contexts.

This study investigates when and why teachers use code-switching as a method as well as teachers’ approach to the use of code-switching as a language strategy. I’ve seen that pupils in Swedish schools have a problem with oral communication and often use code-switching as a strategy. Earlier research has been done on the subject, but most has been done with observations of pupils or teachers. There is also a lack of research done in Swedish schools. It therefore felt necessary to carry out a study interviewing teachers about their approach to the strategy and how they use it. The informants of the study are five teachers who teach English in grades 4-6 in four Swedish schools. Interviews as a qualitative method were used to be able to answer the research questions. The results show that four of the informants use code-switching quite frequently. It shows five different reasons why they code-switch and that they mostly have a positive approach to the strategy, while they see the negative aspects and wish they could use the English language more in class. One of the informants has got a negative approach to the subject and only used codeswitching when necessary. The conclusion shows that all informants think that code-switching helps pupils that have a difficulty with the language of some sort. / Syftet med denna studie var att undersöka när och varför lärare använder kodväxling som metod och även lärares inställning till kodväxling som språkstrategi. Jag har sett att elever i svenska skolor har svårigheter med den muntliga kommunikationen och ofta använder kodväxling som strategi. Tidigare studier har utförts på ämnet men de flesta har varit observationer av elever och lärare. Det råder också brist på forskning utförd i Sverige. Därför kändes det nödvändigt att utföra en studie där lärare intervjuas kring deras inställning till och användande av strategin. Studien genomfördes på fem lärare som undervisar i engelska i årskurs 4–6 på fyra svenska skolor. Intervju som kvalitativ metod användes för att kunna svara på forskningsfrågorna. Resultaten visar att fyra av informanterna använder kodväxling ofta. De visar fem olika anledningar till att de kodväxlar och att de mestadels har en positiv inställning till strategin, samtidigt som de ser negativa aspekter och önskar att de använde engelskan mer i undervisningen. En informant har en negativ inställning till strategin och använder den bara när det är nödvändigt. Slutsatsen visar att alla informanter tycker att kodväxling är bra när det kommer till elever som har någon svårighet med språket.

O foco deste trabalho é a realização de estágio supervisionado em grupos na formação inicial de professores. A pesquisa acompanhou quatro equipes, formadas por dois a quatro estagiários, em duas situações: nas aulas da disciplina Metodologia do Ensino de Inglês, do curso de Licenciatura da Faculdade de Educação da USP, e nas aulas no estágio supervisionado dessas equipes nos minicursos de inglês, nessa mesma instituição. Os dados apresentados aqui foram coletados em 2006 por meio do contato prolongado com os sujeitos da pesquisa, utilizando instrumentos tais como observações de aulas, conversas informais, entrevistas semi-estruturadas e questionários, dentre outros. Buscou-se assim delinear uma descrição qualitativa e detalhada dos sujeitos e de sua experiência de estágio, tendo como interesse principal aspectos relacionados ao próprio trabalho em grupo. Foram observadas quatro principais dimensões do estágio em equipe. A primeira dizia respeito à escolha dos parceiros para formar o grupo. O contato prévio com os colegas e também a conveniência de horários foram identificados como sendo os principais fatores considerados nessa decisão. O segundo aspecto observado na pesquisa foi o da organização das equipes para a preparação das aulas. Como tal atividade não era prevista na grade curricular, devendo ser realizada pelos estagiários em suas horas livres, eles geralmente articulavam a preparação dos materiais a distância, por telefone e e-mail. A terceira característica do trabalho em grupo nos minicursos estava relacionada ao ensino em equipe nas aulas propriamente ditas. Nessa situação, a ansiedade ao ser observado pelos pares foi notada, assim como a dinâmica dos grupos no que se refere à divisão de papéis em sala de aula. A última dimensão do trabalho em grupo analisada na pesquisa foi a existência de líderes informais nas equipes. Mostrou-se que a emergência de líderes não poderia ser explicada por apenas uma única motivação, como maior experiência profissional ou maior conhecimento do conteúdo, estando, em vez disso, inter-relacionada com características do líder propriamente dito, dos demais integrantes do grupo e do contexto como um todo. / The focus of this study is group work in the teaching practicum in initial teacher education. The research observed four groups, made up of two to four student-teachers, in two situations: during classes in the discipline English Teaching Methodology, which is part of the Teaching License course of FEUSP (School of Education of the University of São Paulo), and during the practicum classes of these groups in the English minicourses, in that same institution. The data presented here were collected in 2006 by means of extended contact with the research subjects, using tools such as class observations, informal conversations, semi-structured interviews and questionnaires, among others. The aim was to make a qualitative and detailed description of the subjects and their experience in the teaching practicum, the main interest lying on aspects related to group work. Four main dimensions of group work were observed in the practicum. The first was related to the choice of partners to form a group. It was observed that previous contact with colleagues and also schedule constraints were the main factors taken into account in this decision. The second aspect observed in the research was the organization of the teams to prepare classes. The student-teachers had to use their free time for this activity, since it was not included in the regular class timetable. For this reason, they usually arranged the preparation of materials by phone or e-mail. The third characteristic of group work in the minicourses was connected to team teaching in the classrooms. In this situation, feelings of anxiety for being observed by one\'s peers were detected and the group dynamics regarding the alternation of roles in the classroom were also analyzed. The last dimension of group work investigated in the research was the existence of informal leaders in the teams. It was shown that the emergence of leaders could not be explained by a single motivation (such as greater professional experience or greater knowledge of the content); instead, it was interrelated with characteristics of the leaders themselves, of the other group members and of the context as a whole.