The trend of teacher collegiality and professional development in educational restructuring is examined in this paper within the context of growing demands for accountability and productivity. The increased international interest in teacher collegiality through various forms of school-based professional development is viewed as a means of restructuring control of teachers' work. The redefinition of "professionalism" presents the manifest appearance of increased participation and collaboration, but implicitly is a policy option that co-opts and constrains teachers within rigid, centrally prescribed educational guidelines. A conclusion is that if collegiality continues to be used as a managerial tool in the guise of a professional development process to coerce teachers into doing the work of economic reconstruction, then teachers' rejection or neutralization of the process is an expected response. (LMI)