Becoming Sociologists: supporting part-time teachers of sociology to form professional identities

Abbas, Andrea and McLean, Monica (2001) Becoming Sociologists: supporting part-time teachers of sociology to form professional identities. British Journal of Sociology of Education, 22 (3). pp. 339-352. ISSN 0142-5692

Full content URL: http://dx.doi.org/10.1080/01425690120067962

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Item Type:Article
Item Status:Live Archive

Abstract

This article is based on research undertaken as part of a project designed to promote support for part-time teachers in sociology. Contemporary changes in higher education are the backdrop for suggesting that a reflexive sociology should scrutinise itself, including the conditions and experiences of part-time teachers in their own department. Empirical data raises issues about the implications of the working conditions of part-time teachers for the formation of sociology as a discipline in the current higher education system, and for the formation of an individual's professional identity.

Additional Information:This article is based on research undertaken as part of a project designed to promote support for part-time teachers in sociology. Contemporary changes in higher education are the backdrop for suggesting that a reflexive sociology should scrutinise itself, including the conditions and experiences of part-time teachers in their own department. Empirical data raises issues about the implications of the working conditions of part-time teachers for the formation of sociology as a discipline in the current higher education system, and for the formation of an individual's professional identity.
Keywords:part-time teachers, sociology, actor network theory
Subjects:L Social studies > L300 Sociology
X Education > X342 Academic studies in Higher Education
Divisions:College of Social Science > School of Education
ID Code:7754
Deposited On:28 Feb 2013 07:44

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