ABSTRACT
This volume considers how various sociological approaches to the exploration of the conditions of teachers’ might be co-ordinated so as to produce a more penetrating and reliable understanding of the main dimensions of teachers’ work. Three dimensions are selected for special attention: historical, institutional and interactional contexts in which teachers operate. In different way the papers in this collection explore the contribution such an investigation of these contexts can make to our understanding of wider educational concerns.
TABLE OF CONTENTS
part |112 pages
Contemporary Concerns in their Historical Context
part |122 pages
Contemporary Concerns and the School System
chapter |20 pages
Known and Understood
part |104 pages
Contemporary Concerns and the Work of Teachers