摘要：A Swedish study is presented in which a comparison is made between teachers’ and
student teachers’ understanding of the National curriculum as regards the nature of the
classroom dialogue and also to discuss teacher education and school development from this
aspect. The study was a comparative case study and the method for collecting data was an
inquiry with fixed response alternatives. 34 teachers and 50 student teachers participated in
the study. Results were that the student teachers had more set their minds than the teachers on
pursuing the intentions of the National curriculum which require pupils’ participation in
setting rules for the work and the time together in the classroom. The teachers appeared to be
more self-confident, or even presumptuous, of their teacher role than the student teachers. It is
discussed whether the views put forth by the student teachers were more directed towards
pupils’ development of key competences formulated by the European Union.
关键词：comparative case study; classroom dialogue; teachers and student teachers; values
