Abstract
This paper is a response to Brundrett's examination of `What lies behind collegiality, legitimation or control?'. In it the author suggests that the argument presented by Brundrett lacks clarity on the relationship between collegiality and teacher professionalism, and what democracy and autonomy mean for teachers in educational institutions. In contrast to Brundrett's perceived scepticism, it is argued that within the tighter structure of the national curriculum and given contemporary developments in the professional standards of teachers, collaboration and collegiality can provide a sharper focus for teacher professional development.
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