In interviews, the way supervisors related to the
behaviour of the cooperating teachers was examined.
Almost all of them reacted positively to the
fact that the cooperating teacher did not burden the
student teacher with coping with problematic
behaviour. Fourteen (93%) of the interviewees
reacted severely to a teacher who left the class
while a student teacher was teaching her class.
Supervisors refused to enter classes when the
cooperating teacher was absent. The only supervisor
who agreed to enter a class when the
cooperating teacher was missing, had to call the
class to order. Both supervisors and cooperating
teachers think that student teachers are in the class
mainly to gain teaching experience. The student
teachers must be well-prepared and prove their
knowledge of the subject matter and of teaching
methods. On the other hand, supervisors feel that
student teachers cannot prepare themselves to
cope with behaviour problems. Here, the personal
factor plays a central role. Coping with behaviour
problems fully expresses the chaotic nature of the
profession. Therefore, there are no expectations
that a student teacher can meet the challenge of
behaviour management.