ABSTRACT
This chapter explores the relationship for teachers of sociological theory and teacher practices. It examines how a group of five teachers, including myself, developed theoretically informed reflective teaching approaches, following our in-service courses. The courses involved the carrying out of sociological research. The chapter begins the study hoping to demonstrate the value of sociology, including the carrying out of research, for teachers' classroom practices. The belief that teacher knowledge and skills can be enhanced by the study of sociology derives from author's experience as a teacher-researcher that a fruitful collaborative relationship between teachers and sociologists can be created, resulting in an improved educational experience for students. All of the teachers have described their experiences of studying sociology and carrying out research on their in-service courses. However, there is evidence that supports the view that sociology is of value across the curriculum in promoting a more critically aware and self-evaluatory teaching profession.
