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

Andrea Abbas, Monica McLean

Research output: Contribution to journalArticleResearchpeer-review

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
JournalBritish Journal of Sociology of Education
Volume22
Issue number3
DOIs
Publication statusPublished - 2001

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sociologist
sociology
university
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working conditions
education system
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experience

Cite this

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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.",
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Becoming sociologists: professional identity for part-time teachers of university sociology. / Abbas, Andrea; McLean, Monica.

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

Research output: Contribution to journalArticleResearchpeer-review

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