decisions. The extent to which individual higher education institutions and schools can resist this control is variable but strictly limited. After all, while most course leaders still aspire to deliver extended notions of professionalism, the changing structure is making it ever more difficult to do so. In that situation, any attempt to develop an alternative conception of teacher professionality, even under the condition of 'post-modernity', will surely require the mobilisation of broadly based political support and not just professional and local partnerships.
Throughout the period of our research, teacher educators and teachers in England understandably have been preoccupied with issues of short-term survival in the face of an unrelenting flow of new initiatives and inspections. It is now time to begin working with others to develop approaches that relate not only to the legitimate aspirations of the profession but also to those of the wider society. It is particularly important that we include those groups within civil society that hitherto have not been well served by either the profession or the state. The next re-formation of teacher professionalism thus needs to be one in which we harness teachers' professional expertise to a new democratic project for the 21st century.
Note: A fuller account of the research reported in this chapter can be found in Furlong, Whitty, Barrett, Barton and Miles ( 1995).
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