The aim of this study is to develop an understanding for how newly educated teachers handle challenging situations, how they experience support, and possible implication the finding may have for teachers’ education. Three teachers with 1,5 years of experience as teachers participated in the study. The students all attende the same teachers education program and were all in the same pedagogy class. Data consist of logbooks, written over a period of 14 days of each of the teachers, semi-structured interviews with each one and a focus group interview (Kvale & Brinkman, 2009). Data is analyzed by open coding and categorization (Strauss & Corbin, 1990).The challenging moments are mainly concerned with student behaviour, as bullying, fighting, demotivated pupils and vandalism. The study shows that the teachers express their feelings in the situations as stated, discouraged, helpless, incredulous, powerless, angry and disappointment. The community of practice provide them with both emotional support and academic support. They describe their own reflection in action as based on common sense, and their reflection with colleagues is based on colleague’s knowledge in practice. Support in a community of practice contributes to realistic efficacy expectations, and their experiences from practice through one year contributes to better handling challenging moments, and they have a feeling of improvement of their own professional practice. The newly educated teachers talk about common sense when they are asked to look back on the reflections they did in the situations, and they all felt lack of contribution from their own teacher training in this type of situations as described in the logs. I argue that a community of practise can function equally as a mentor scheme , and contribute to the development of realistic mastery expectations for the newly educated teachers. And I discuss how teachers education can contribute to a better basis for knowledgebased reflection, and how to better prepare teacher student for first years of practice where the “unusual is the usual”, as one of the participants in the study claims.

Kvale, S., & Brinkmann, S. (2009). Det kvalitative forskningsintervju. [The qualitative research interview]. Oslo: Gyldendal akademisk. Strauss, A., & Corbin, J. (1998). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage Publications, Inc.