In research on teachers-like in psychology-it is possible to distinguish between a generalistic and a differential approach. The former is predominant in Sweden. Several contributions have demonstrated that a kind of pseudo-dialogue (questionanswer-reaction) is predominant in the classroom discourse when lessons are

analyzed by for example, Bellak’s analytical chart. (cf. Gustafsson, 1977, Lundgren, 1977). However, the pseudo-dialogue pattern is neither a phenomenon typical for Sweden nor a contemporary finding. On the contrary, the well-known review by Hoetker and Ahlbrand (1969) states that this pattern is repeated in several studies in various countries and subjects during half a century. Thus Colin Power (1980) has concluded: ‘A teacher is a teacher is a teacher’.