New times and conditions require new teacher identities to develop. There is now some evidence suggesting that the market is no longer the appropriate metaphor nor structure in which education policies and practices develop. Under more democratic conditions, where teacher knowledge and expertise is recognised and rewarded, an activist teacher professional identity gives rise to new forms of public and professional engagement by teachers themselves and the broader population. (Judyth Sachs, Teacher Professional Identity: competing discourses, competing outcomes, 1999)