1) Assumptions of roles. For example being capable of managing tensions between coaches and pre-service teachers' expectations

2) How to manage candid discussions(not only at the end of the cycle. They could happen since the beginning of the process)

3) How to empower specialist teachers in a meaningful way to0 promote changes showing a special sensitivity to specific problems that could emerge at some contexts

4) How facilitators or coaches can take advantage of "pauses" (Jen Muson)

it seems easier to argument our methodological analysis on a micro level (than on a macro level).

Current brokers

• teacher handout about what happens in university classroom (teacher friendly)

• preservice teacher - take the university knowledge (including research) into schools. How do MTEs better support the students to take this knowledge into schools.

Can current teachers coteach with MTE in university course and the MTE coteach with teacher in the school.

How can MTEs build the research - practice nexus?