Abstract
This article explores the complex intersubjective relationships of teacher–learners, on a MA English Language Teaching course. The pedagogical aim of the module is to promote collaborative teacher–learner autonomy for professional development using asynchronous computer mediated communication to collaborate on a variety of tasks. Interview data reveals tensions and struggles between participants which appear to hinder their opportunities to collaborate and engage with the course. This study also explores the dissonance and tensions between the teacher educator's pedagogical aspirations, expectations and assumptions about participants and participants’ own perspectives of themselves and others. This dissonance prompted a re-examination of the importance of intersubjective relationships in education and the emergence of the teacher as communal agent as and educational ideal.
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