ABSTRACT
Training establishments rely heavily on class-teachers and their goodwill, and the periods that student-teachers spend in schools are thought to be vital to their development. Some researchers (e.g. Copeland, 1980; Zeichner, 1980) suggest that the role model provided by classroom-teachers has the greatest influence on student-teacher development, and Teel and Hollingsworth (1988) recognize from evidence provided by their case-studies of pre-service teachers that the support and guidance of both supervising tutor and class-teacher are fundamental to progress. However, little is known about the kinds of roles and relationships that develop in this context.
