In this study we searched for professional qualities resulting from working in a group. Our information comes from participating observation and audio recordings of group work meetings. Analytical categories express the intentions behind the speech, showing leadership attitudes (among others). These attitudes are arguments for negotiation that aim to organize, direct and define what to do and how to do it in the group. The goal of this study is to understand the factors that influence eventual conceptual changes about teaching and classroom work by teachers. The results show that group work encourages teacher autonomy and skills to lead the learning process, such as facing unexpected situations, appraising student manifestation, constantly evaluating the learning process and reformulating its planning, including new activities. And, above all, developing the critical thinking to make right decisions using appropriate criteria.
Teacher formation; continued formation; group work; education planning; negotiation