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.
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