Teachers' professional development is crucial to the quality of any society. Even so, there is growing evidence of deprofessionalization in teaching. This paper asks why this has happened and who is to blame. Using extensive data on INSET priorities collected from secondary schools in the UK, it concludes that while government policies have contributed to this phenomenon this is not the whole story. Instead, it suggests that there seems to be some reluctance in schools and among teachers to determine and provide INSET opportunities designed to develop and enhance the profession and the notion of professionalism.
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