An account of the changing role of the teacher in the Norwegian context could take different directions. When, as our starting point, we begin with the organization of compulsory schooling and the structure of teacher education, we may be left with the impression of a seemingly unproblematic process of development. The transition during the past three decades to a nine-year comprehensive school for all pupils of ages seven to sixteen, and to an optional semi-comprehensive school system for the subsequent three years, has taken place without dramatic ideological or political turmoil. 1 To the casual observer, it may appear as if teacher education has continued without a break. By extending the programme of initial teacher training from two to three years, adjustments have been made to meet the demands of prolonged compulsory schooling. Furthermore, given the variations in abilities and interests within heterogenous classes, the initial teacher training has been bolstered with a larger portion of educational theory and practice. The idea was to equip teachers, not only at the primary but also at the secondary level, with a 'pupil-centred' professional attitude.2 There are several reasons why such a development could take place without deep and lasting conflicts in the small Norwegian society of four million people. First of all, the small population has been an advantage. For centuries the Norwegians have adhered to a common national and cultural identity, and have been eager to preserve it. Secondly, the public authorities, church and state, have for more than two hundred years been committed to the effort of raising the general level of education for the whole population. Thus, even before the turn of the century, educational acts had provided equal schooling opportunities for all children during the first five years. In the 1930s, compulsory comprehensive education was extended to seven years. The further increase to a nine-year comprehensive school system established in the 1950s and 60s was in a sense the historical consequence of a long and progres