While in other educational settings the intercollegial exchange is often institutionalized, in schools a strong lone warrior mentality is prevailing. The exchange within or across schools is not built on institutionalized forms of mutual support, but a selective exchange dependent on mutual sympathy.
The potential of guided and structured cooperation is not exploited in this way, which also leaves many teachers feeling left alone. Much of the work is done in multiple ways, which would be eliminated by better networking and mutual support, leaving more time for pedagogical work with the pupils.
