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

Andrea Abbas, Monica McLean

Research output: Contribution to journalArticlepeer-review

31 Citations (SciVal)

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.
Original languageEnglish
Pages (from-to)339-352
Number of pages13
JournalBritish Journal of Sociology of Education
Volume22
Issue number3
DOIs
Publication statusPublished - 2001

Funding

The authrs weowould not have been able to clolt ethe evidcence for this paper without the resources of the Higher Education Funding Council’s Funding for the Development of Tchineg anad Learning. They are grateful frothe support of our cogulels eon thae ‘Suppt foor Parrt-time Teachers of Sociology’: Graham Gibbs and Clive Pearns, Coentre for Higher Education Practice, Open University and to Richard Blackwell, Training and Staff Development Unit, Nottingham University. The authors are also grateful to Jenny Ozga, Education Department, Keele University and to Jeanette Edwards and Nick Lee, Sociology and Social Anthropology Department, Keele University for their helpful coments on mdrtsaothiffs paper.

Keywords

  • part-time teachers
  • profesional identity
  • actor-network theory

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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