Mapping professional conceptions of learning futures : teachers and their professional identities in the knowledge economy
This dissertation is an exploratory study that examines teachers’ professional identities in the knowledge-based economy. It uses the UK as a case study. The dissertation theorises the research problem from a sociological viewpoint. First, it interrogates the concept of time in an educational contex...
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University of Cambridge
2004
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599625 |