Diversity in education, which reflects the diverse needs and aspirations of its learners and recognises that the education system, must be responsive and dynamic if it is to meet the challenges of rapid regional and global change. There are no universal solutions or specific rules for responding to diversity in the classroom (diversity in relation to ethnicity, gender, culture, cognitive capabilities, social interest, emotional resources of students). Indeed, the topic is complicated, and dynamic, and for some faculty it is fraught with uneasiness, difficulty, and discomfort. Research on the specific competencies of teachers which are required for handling of diversity in classroom is limited. In studies often is outlined that each of us has some characteristics in common with others of our gender, race, place of origin, and sociocultural group, but these are outweighed by the many differences among members of any group. Research studies show that many instructors unconsciously base their expectations of student performance on such factors as gender, language proficiency, socioeconomic status, race, ethnicity, prior achievement, and appearance. The paper presented examines the implications of behaviors students (becoming teachers) notice and the theoretical concepts they emphasize. More often than not, these patterns of behavior are unconscious. I am especially interested in one topic: Which conscious and unconscious representations of teaching have students at the beginning and at the end of their training, when they are confronted with "diversity" in classroom? Is there enough mental space to recognize diversity? Do they deny diversity? Do they have concepts how to handle diversity? Can they reflect their teaching concerning diversity? To answer these questions I collect and interpret data about "schemas of a way of-being-with" in classrooms. The "schema of a way of-being-with" is conceptualized by Stern (1998) from the assumed subjective perspective of the infant in interaction with the caregiver. The infant organizes his or her experience around a motive or goal. The schemas of ways of being with come closest to providing model of the representation of interpersonal experience. I think, each teacher has a "schema of a way of-being-with" in classrooms and that this unconscious schema influences a lot his or her handling with diversity. If teachers become aware of their representations and if they engage in critical reflection, they gain insights that may assist their development as effective teachers.

Qualitative methods are used. This study investigated the "schema of a way of-being-with" in classrooms. 18 Students (second semester) give a lesson which is videotaped. Right afterwards there is an unstructured interview. The videotape is just a help to remember the situations. The student may stop the tape to speak about the situation. In the sixth semester, near the end of the training, again one lesson is videotaped and afterwards is another interview, where the student speaks about his impressions and then we observe the video. The material in this section is intended to help to increase the awareness of patterns of perception. Students see, for example, whether he or she is unintentionally sending different messages to different groups. The collected data are interpreted; they will give us some information about the representations "of-being-with" in classroom of students at the beginning and the end of their training.

This investigation is part of a three years research project. We are interested in getting more information about two topics: (a) With which competencies students begin their training and (b) about their aquirement of competencies (concerning diversity) during the three years of training. We get evidence about the quality of the training. There are several data collections. The investigation presented will provide an insight into the conscious and unconscious representations and the change within the three years of training of students concerning diversity.