Abstract
Starting from the existing literature on the topic of “different roles of a teacher in the classroom”, my paper tries to answer the following question: What roles can be identified in didactic communication, at pre-school and primary school level? I have searched for the answer to this question in the opinions of pre-service teachers and of the mentors who coordinated their pedagogical practicum. The result was a hierarchy of the identified roles and of their quality, a starting point for future paths for improving the initial training of pre-school and primary school teachers.
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