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.