ABSTRACT School-based teacher educators (SBTEs) should be able to set goals in two roles – as a teacher and as a supervisor of student teachers. The purpose of the study was to investigate school-based teacher educators’ teaching and supervising goals and to identify how teachers in the role of supervisors perceived university expectations. Thematic analysis indicated that teachers have difficulty establishing goals for themselves as teachers and supervisors. Their teaching goals proceeded from curricula and focused on their pupils’ cognitive development, whilst their perceptions about supporting pupils’ social development were vague. Teachers were unaware of what exactly universities expected of them as supervisors, and believed that providing teaching models for student teachers as a main supervisory goal. It is necessary to offer options to encourage cooperation between teachers and universities and maintain supervisors’ professional development.

中文翻译：

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校本教师教育者面临的挑战：建立教学和监督目标

摘要校本教师教育者（SBTE）应该能够以两个角色设定目标-作为教师和作为学生教师的监督者。这项研究的目的是调查校本教师教育者的教学和监督目标，并确定教师在监督者角色中如何看待大学的期望。专题分析表明，教师很难为自己制定目标，担任教师和监督者。他们的教学目标从课程开始，并专注于学生的认知发展，而他们对支持学生的社会发展的看法却模糊不清。教师并未意识到大学对他们作为监督者的确切期望，并认为为学生教师提供教学模型是主要的监督目标。