Sometimes kicking and screaming: Language teachers-in-training react to a collaborative learning model

Discussions of collaborative classrooms rarely reflect upon the anxiety and ambiguity that can result for students who have not experienced this learning and teaching approach. This article describes a collaborative model as operationalized in a Teaching English to Speakers of Other Languages (TESOL) teacher training course across two stages of course implementation-first in the piloted course, then in the revised course. Qualitative and quantitative data analyses of student reactions through both stages of course implementation led to identification of most positive and most negative student responses. Positive responses related mostly to learner-centered, experiential aspects of the course. Negative responses indicated learner confusion and stress. A number of changes were made to the course after piloting, and comparison of piloted to revised course implementation results indicated areas of improvement as well as areas of continuing concern. A number of implications are discussed for the benefit of instructors interested in collaborative models.