Collaboratively teaching at undergraduate level: teacher learning through analytical team-teaching

Abstract

The aim of this paper is to report and discuss the experience that the authors had by collaboratively teaching undergraduate students in two different classes, from diverse programs (one being a professor-teacher education context and the other EAP).  Their opportunity to work together derived from a norm established by CAPES that requires their financially supported graduate students to have some formal experience in teaching at undergraduate programs. Both, undergraduate classes and the graduate program in Linguistics where the authors have been developing their research belong to the Federal University of Sao Carlos (UFSCar - Brazil). The experiences to be reported provided the team with practical, as well as theoretical gains. In terms of practice we can cite: a more enthusiastic lesson planning and delivery, more consistent and balanced student evaluation system, motivating work atmosphere, and learning from each other teaching strategies.  Regarding theoretical and professional development, there was the opportunity to study and discuss questions deriving from classroom observations, reflect about them and think of some possible, theoretically-based, routes to follow towards improving their practice. Concerning the co-taught students, they have become more actively involved in classes and revealed improvements in both, language skills and student responsibility profile.