Author Description

This volume considers how various sociological approaches to the exploration of the conditions of teacherse(tm) might be co-ordinated so as to produce a more penetrating and reliable understanding of the main dimensions of teacherse(tm) 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.