Becoming sociologists: professional identity for part-time teachers of university sociology

Hdl Handle:
http://hdl.handle.net/10149/58458
Title:
Becoming sociologists: professional identity for part-time teachers of university sociology
Authors:
Abbas, A. (Andrea); McLean, M. (Monica)
Affiliation:
University of Teesside. School of Social Sciences; Keele University. Department of Education.; Social Futures Institute. Unit for Social and Policy Research.
Citation:
Abbas, A. and McLean, M. (2001) 'Becoming sociologists: professional identity for part-time teachers of university sociology', British Journal of Sociology of Education, 22 (3) pp.339-352.
Publisher:
Taylor & Francis
Journal:
British Journal of Sociology of Education
Issue Date:
Sep-2001
URI:
http://hdl.handle.net/10149/58458
DOI:
10.1080/01425690120067962
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.
Type:
Article
Keywords:
sociology; higher education; teachers; part-time; identity
ISSN:
0142-5692
Rights:
Subject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 12/11/09]
Citation Count:
9 [Scopus, 12/11/2009]

Full metadata record

DC FieldValue Language
dc.contributor.authorAbbas, A. (Andrea)-
dc.contributor.authorMcLean, M. (Monica)-
dc.date.accessioned2009-04-01T10:52:34Z-
dc.date.available2009-04-01T10:52:34Z-
dc.date.issued2001-09-
dc.identifier.citationBritish Journal of Sociology of Education; 22 (3): 339-352-
dc.identifier.issn0142-5692-
dc.identifier.doi10.1080/01425690120067962-
dc.identifier.urihttp://hdl.handle.net/10149/58458-
dc.description.abstractThis 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.-
dc.publisherTaylor & Francis-
dc.rightsSubject to restrictions, author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 12/11/09]-
dc.subjectsociology-
dc.subjecthigher education-
dc.subjectteachers-
dc.subjectpart-time-
dc.subjectidentity-
dc.titleBecoming sociologists: professional identity for part-time teachers of university sociology-
dc.typeArticle-
dc.contributor.departmentUniversity of Teesside. School of Social Sciences; Keele University. Department of Education.-
dc.contributor.departmentSocial Futures Institute. Unit for Social and Policy Research.-
dc.identifier.journalBritish Journal of Sociology of Education-
ref.assessmentRAE 2008-
ref.citationcount9 [Scopus, 12/11/2009]-
or.citation.harvardAbbas, A. and McLean, M. (2001) 'Becoming sociologists: professional identity for part-time teachers of university sociology', British Journal of Sociology of Education, 22 (3) pp.339-352.-
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