Abstract

This paper focuses on the existing need in the professional preparation of candidate teachers to meaningfully link the theory of the class-room with the realities of teaching in the public schools. It is suggested that methods professors and student teaching supervisors are in key positions to help the student teacher successfully manage the difficult transition from student to teacher. Based on results of the authors inservice experience as a student teacher in a public high school, common student teacher performance expectations are presented, followed by recommendations for action which might be taken by methods professors and supervisors in order to preclude the onset of potential student teacher role difficulties. Verf.-Referat