Социологическая культура педагога: место и роль в системе педагогического образования

Abstract

We study issue of the development of teachers’ sociological culture. The concepts of “sociological culture”, “sociological imagination” and “sociological thinking” are specified. The evolution in sociological thinking and imagination is presented, the historical and logical analysis of the process of institutionalization of sociology as an academic discipline in Russia is carried out. The revealed peculiarities of the development of teachers’ sociological culture are reasons, competences, methods and issues. As a result, the conclusion is made that the concept of “sociological culture” is the broadest, that is, it describes the ability to comprehend social life in a holistic way. Contemporary sociological thinking and imagination recognizes the complexity and variability of society, and the importance of interdisciplinary efforts to study it. Throughout the period of sociology institutionalization in Russia as an academic subject, the incorporation of this science into other disciplines can be traced. The development of sociological culture among educators will mainly help them to: improve their understanding of social phenomena and processes, which in turn will contribute to a more effective preparation of students for life in society; give meaning and spirituality to the teaching process; be able to define their place in the changing conditions of modern society, which will improve teaching activities; develop critical thinking; master sociological methods; instill a scientific perspective on reality; focus on solving practical problems; form civic consciousness. In the future, it is planned to conduct theoretical and empirical research aimed at the development and experimental testing of the model of development of sociological culture in students of pedagogical training areas. The results of the study can be used in the creation of curricula in sociology for non-major areas of training and subsequent research.