ABSTRACT
Teachers’ work has been the subject of major restructuring efforts over the past decades. Several scholars like Ball (1990), Lawn (1991), Hargreaves (1994) and Klette (1996) have shown how the working life of teachers has undergone profound and dramatic changes. Curriculum demands are broadening and the impact and pressure of reform are intensifying. Teachers are being urged to widen their role as professionals and take more responsibility beyond the classroom door as curriculum planners and leaders, as mentors for new teachers, and as collaborative planners and decision makers with colleagues.
