ABSTRACT
Issues around teamwork, and positive constructions of staff “all working together” (CT) and supporting one another emerged as highly significant within the research data. Yet, at a policy level, there is little if any awareness of or focus on the important impact of developing positive and supportive relationships within the school environment as a way to support the development of more inclusive and effective practices. Whilst policy and governmental practices may focus on individual approaches to supporting teachers to develop professionally, firstly through their initial teacher training, and then through continuing professional development, again, there seems little understanding of the impact of the school culture and relationships within the school upon the development of the professional identity of the individual teacher. Indeed, there seems little awareness of how individual professional and personal identities can have a significant impact upon the development of the culture of the school itself. The relationships that were developed within the school context were therefore seen to have a direct impact on the development of individual and collective professional identities.
