This article mainly aims at addressing issues of the complexity and dynamics of beliefs in collaborative contexts for language teaching and learning, such as Teletandem. On the assumption that beliefs are dynamic and can be (re)signified, we present some of the results of a research about the interaction of beliefs of two Teletandem partners, a Brazilian and an Italian undergraduate student, addressing moments of convergence and divergence, as well as their possible origins and (re)significations from lived experiences. The results show how the Teletandem context can become a field for conflicts and clashes of beliefs and how the mediation as well as the relationship between the participants becomes essential for the conduction of language learning in collaborative environments.
collaborative learning; Teletandem; beliefs; teacher education
