Becoming Sociologists

supporting part-time teachers of sociology to form professional identities

Andrea Abbas, Monica McLean

Research output: Contribution to journalArticle

26 Citations (Scopus)

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

Fingerprint

sociologist
sociology
teacher
working conditions
education system
time
education
experience

Keywords

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

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

Cite this

Becoming Sociologists : supporting part-time teachers of sociology to form professional identities. / Abbas, Andrea; McLean, Monica.

In: British Journal of Sociology of Education, Vol. 22, No. 3, 2001, p. 339-352.

Research output: Contribution to journalArticle

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