ABSTRACT
In primary schools, for example, it was once the teacher’s almost unchallenged prerogative, as an individual or in consultation with colleagues, to exercise autonomy over curriculum matters; about what would be taught, how it would be taught, when it would be taught and to whom it would be taught. While teachers in secondary schools were often subjected to constraints imposed upon them by external examination boards, they still enjoyed considerable freedom to exercise dominion over their classrooms and the wider school. In general, teachers seldom undertook consultations outside the staffroom about a wide range of affairs centred around shaping policies and implementing practices in school.
