This article examines how student teachers experience trying to work with aspects of gender and sexuality when doing their practicum periods in local schools, focusing on the relation between the student teachers and their mentors. It is based on written reports from 73 student teachers, which are analyzed through the concepts of norms, norm conflicts and power. The findings indicate that the mentors have quite different opinions about if and how one should work with such issues, and show how this in some cases puts student teachers in a difficult position between the demands of the university and the views and recommendations of their mentor.

Keywords: student teachers, teacher education, Sweden, gender, sexuality, LGBT issues