Collaborative problem-solving approaches have been advocated in support of developing such responsive competence. Doubts about their large-scale introduction in schools have, however, been raised, under the assumption that to be feasible certain preconditions are required. For institutions unused to a professional culture of dialogue and sharing of experience and expertise, the number of obstacles raised is legion. They are seen in the degree of interprofessional sharing skills that these approaches require, impeded by status hierarchies and professional rivalries (heightened by proposed legislation on 'performance-related pay' via assessment by 'results'); that shortage of time (excessive workload and administrative pressures) with consequent stress prevent both reflective action in the classroom as well as opportunities for meetings with colleagues; and teachers may deny having difficulties, fearful of having their professional competence questioned or being thought to be in need of 'improvement', or are just innovation-weary, due to too many 'hero innovators'.