The presentation is based on interviews with 67 primary school teachers and principals in Iceland about changes in the work of teachers during the last part of the 20th century. The data is drawn from three separate studies taking place from 1996 to 2002. The first study was with 19 teachers about change in teachers' work. This study forms the backbone of the data. The second study was a European and Australian study called Educational Governance and Social Integration/Exclusion (EGSIE) that has been often presented at ECER. This study provides material from 34 interviews with primary school teachers and principals about changes in goverance and issues related to inclusion and exclusion politics. It provides not less important data about changes in teachers' work, which will be used in the presentation. The third study was with 14 teachers about gender issues, a study which included questions about general changes in teachers' work.The focus in this presentation is on what teachers and principals understand as the most important change, how it affects teachers' work lives, and how they talk about change. The changes reported by the interviewees are "different" children and a "tougher" job, more cooperation between teachers and with other professionals, inclusion practices, transformation in roles of principals and teachers, more goal-governed versus book-governed teaching, new methods of evaluation, and changes in the use of technology. These changes constitute a changing discourse of teachers about teaching, and they also have an impact on the work lives of teachers by creating tensions and contradictions similar to such tensions in other comparable countries.In the presentation it is focused on the relationship between the changes and politics of equity in education. It is focused on how teachers' talk about the changes is a discourse. Four such themes are discussed. First how the changes are contradictory in terms of intensification or professionalization of teaching. Second the tensions around inclusion politics and practice: Teachers use child- centered talk about many issues but when it comes to inclusion they talk about "lack of resources". Third theme is an increasing lack of discipline (at least a discursive lack of it). Teachers see it as a practical issue, not a moral issue as many others do. Fourth teachers talk about individuals when asked about gender.The impact of these findings on policy of teacher training are also contemplated.