Since the teacher profession originated in ancient times, have such a person had the professional responsibility for the education of students. In the course of time the teacher has been perceived as a singer (Homer), philosopher (Plato, Fichte), speeches (Cicero), as society's agent (Durkheim, Dewey), or as the organizer of the learning processes (Curriculum research). He is (or was) seen as an authority, he shall be the children's attorney. The following paper will present images of teacher’s professional acting which are developed by the Norwegian framework curriculum for teacher education (RLP 2003). These immanent expressed images are understood as expression of the political intention on how teachers should be to solve successfully schools tasks. Then, the images will be benchmarked by the empirical reality of teacher education (age, sex, work experience, intake to t.ed.). This is done to answer the question if politically expectations as they are constructed in the framework curriculum match empirically reality. It was already pointed out that the teacher is perceived as a didactic player. Using the didactic triangle (Paschen 1979: 27; Kuenzli 1998: 36, 37) as an analytical foundation one will be able to show teacher images the rhetoric and catechetical axis of the triangle when analyzing the text of the curriculum. This means for the research process that it is important to see and to understand the fundamental argumentative tools (topoi, Curtius 1972) which have been used to present (future) teacher’s professional identity or to control of their professional life. On the basis of this at least four topologically categories will be applied: content, teacher, charismatic relation, quasi-symmetry. The teacher might be seen as someone who is ruled by the content and shall perform its instruction in addition to that either in a charismatic or quasi-symmetrically way. Instructions form might also be ruled by the teacher – either in a charismatic or quasi-symmetrically way.

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