Formation of sociological imagination in students of technical institutions in education in the process of teaching sociology

The article is devoted to the problem of formation of sociological imagination in the process of teaching sociology to students studying in technical educational institutions. The concept of “sociological imagination”, introduced into scientific circulation by the American sociologist Wright Mills, is being clarified. It turns out that the concept of sociological imagination has acquired the status of one of the main in modern sociology and began to play an important educational role, and in sociological science, respectively, methodological and methodological. Attention is paid to the peculiarities of teaching sociology in technical educational institutions, and in view of this, the problem of forming the sociological imagination of students. The fact is that sociology in technical educational institutions is not professional, so it is taught exclusively as a general discipline of worldview. The purpose of teaching sociology in such higher education institutions is to promote the formation of students’ sociological imagination, ie to help future specialists in engineering to develop the ability to think socially, ie to adequately perceive, comprehend and interpret social processes and phenomena, analyze and be ready to solve complex social problems. The solution of this problem involves the use of such methods of teaching sociology, which would be related to the specific practices of modern society, taking into account the universal and professional interests of future professionals. The own experience of teaching sociology at the National Transport University is analyzed. There are examples of using different methods of teaching sociology, aimed at forming a sociological imagination that allow students to perceive the social world around them and relate their professional problems with general social problems, educate and shape their civic position and increase their general cultural level.

Pelaksanaan Keterampilan Dasar Mengajar Guru Sosiologi pada Masa New Normal Di SMA N 1 Pasaman

This research was motivated by the Corona Virus Outbreak Pandemic (covid 19), Covid 19 was first reported in Indonesia on Monday 2 March 2020. This incident hampered all activities of human life from various sectors, especially in the field of education, namely teaching and learning activities. From the problems or phenomena found, of course there is a relationship and effort that must be made by sociology teachers to the implementation of the basic skills of teaching teachers with their students. The formulation of the research problem is how the basic skills of teaching sociology teachers in the new normal period at SMA N 1 Pasaman. The theory used in this research is the behavioristic theory proposed by B.F Skinner. This research approach is a qualitative approach with a descriptive type of research. The types of data in this research are primary and secondary data. There were 8 informants in this study. Data collection methods used are observation, in-depth interviews and document studies. To achieve the validity of research data using triangulation techniques. Meanwhile, the unit of data analysis used was the individual with data analysis by Miles and Huberman, namely data reduction, data presentation, data presentation and conclusion drawing. From the results of the study, it can be concluded that the implementation of the basic skills of teaching Sociology teachers in the New Normal period is very different from the pre-covid 19 period, all of which can be implemented. Based on the 5 skills that researchers observed, the implementation of these basic skills was not implemented in offline learning in the New Normal. Keywords: Basic Teaching Skill, Sociology Teacher, New Normal

A Time to Adapt, Not “Return to Normal”: Lessons in Compassion and Accessibility from Teaching During COVID-19

COVID-19 drastically altered teaching and learning. The unprecedented public health crisis forced educators to transition courses online, to learn new technologies, and to embrace adaptability and flexibility. These pedagogical changes brought with them new challenges and stressors, causing many educators to long for a “return to normal” in education. In this conversation, I reflect on the transformative lessons we as educators can learn from teaching during the pandemic. I argue that teaching during COVID-19 has presented opportunities for educators to become more compassionate toward students. Some of the ways we restructured our courses may also make education more accessible to vulnerable groups. Examining the lessons I have learned in compassion and accessibility through teaching sociology during COVID-19, I suggest that now is a time to adapt, not return to normal.

Teaching sociological subjects in English to university students: a case study of the Polish university

Nowadays, the role of English in teaching sociology has been increasing significantly, as far as the English language is an international medium of academic communication worldwide. Polish universities also follow this global trend. Students are offered not only general English courses but also specialised facultative courses in English. Taking into account the last one, a reflexive qualitative research has been carried out at the Institute of Philosophy and Sociology, the Maria Grzegorzewska University in Warsaw. The objective of four face-to-face expert interviews with the academic teachers was exploring teaching methods and techniques, as well as difficulties in the process of teaching sociology with the use of English as a foreign language. An expert interview was designed starting from the teaching background, followed by teaching reflections on their didactic practice and ending with the academic teachers’ thoughts on the role of English in sociology. The following issues were considered: 1) methods and techniques of incorporating English in teaching sociology to Polish students; 2) strategies of motivating students to use English in sociology; 3) the perception of difficulties; 4) reflections on empowering students.The research results in the field of the sociological facultative English-based courses revealed the dominance of some ways of using the language over others. All experts acknowledged that they aimed to develop sociological English through the communicative and task-based approaches. They engaged students in reading sociological texts and critically discussed them. Some of the academic teachers referred also to watching and listening to native speakers as important ways to activate students during their classes. Moreover, the experts took into account students specific interests and encouraged them to prepare a presentation or to write a short essay. Some experts used also the collaborative methods when students were involved in group projects and group presentations. In general, the experts developed interesting and important topics of social life and research to strengthen the students’ intrinsic motivation. It was noticed that the presence of foreign students becomes a reasonable factor of improving English-based communication among Polish and foreign students in classroom. The experts pointed out that there were various linguistic, psychological and institutional barriers in teaching sociological subjects in English for Polish university students. Nevertheless, they tried to overcome those obstacles whenever it was possible.

DIFICULDADES NO PROCESSO DE ENSINO DA SOCIOLOGIA NA VISÃO DOS PROFESSORES DE SOCIOLOGIA DA COORDENADORIA REGIONAL DE EDUCAÇÃO DE CANOINHAS/SC

A disciplina de Sociologia é fundamental nos dias atuais para compreender as estruturas sociais e o que as movem, em ordem política, economia, cultural e social. A Sociologia, passa por dificuldades de ordem política até sua inserção em 2008, quando torna-se obrigatória em todas as séries do ensino médio. O intuito da Sociologia é fazer com que o aluno do ensino médio, compreenda a sociedade em que está inserido e potencializar essa compreensão em sua prática cotidiana. Porém, algumas dificuldades podem ocorrem nesse processo formativo desse aluno, dificultando o ensino da Sociologia. Sendo essas dificuldades de várias ordens. Diante disso, este estudo possui como objeto de pesquisa analisar as dificuldades existentes no processo de ensino da Sociologia na Coordenadoria Regional de Educação de Canoinhas/SC. Nessa direção, a pesquisa de natureza qualitativa, com questionários abertos foram utilizados para a aplicação de entrevista aos 16 professores de Sociologia. Com o intuito, em compreender as dificuldades encontradas pelo professor que está lecionando a disciplina de Sociologia na Coordenadoria. Concluiu-se com esta pesquisa, que os professores da disciplina de Sociologia encontram dificuldades na construção do conhecimento sociológico, como: falta de interesse dos alunos, de recursos físicos, materiais, infraestrutura adequada, plano de carreira, falta de valorização, mudanças no plano de carreira, formação, a inexistência de um plano de carreira. Palavras-chave: Sociedade. Professor. Ensino de Sociologia. Dificuldades. ABSTRACT The discipline of Sociology is fundamental nowadays to understand the social structures and what move them, in political, economical, cultural and social order. Sociology, goes through political difficulties until its insertion in 2008, when it becomes mandatory in all grades of high school. The aim of Sociology is to make the high school student understand the society in which he is inserted and enhance this understanding in his daily practice. However, some difficulties may occur in this student's training process, making it difficult to teach Sociology. These difficulties are of various kinds. Therefore, this study aims to analyze the difficulties existing in the process of teaching Sociology in the Regional Coordination of Education of Canoinhas / SC. In this sense, qualitative research, with open questionnaires, was used to apply interviews to the 16 Sociology professors. In order to understand the difficulties encountered by the teacher who is teaching the discipline of Sociology in the Coordination. It was concluded with this research, that the teachers of the discipline of Sociology find difficulties in the construction of the sociological knowledge, such as: lack of interest of the students, of physical resources, materials, adequate infrastructure, career plan, lack of valorization, changes in the plan career. Keywords: Society. Teacher. Sociology teaching. Difficulties.

The Profile of the Sociology professor at the Canoinhas / SC Regional Education Coordination

Sociology as a school component has fundamental attributes for the construction of a better society, through the training of its students. His contribution to society is the subject of debates and discussions in various social contexts. Based on this assumption, so that the sociological contribution happens fully in the formation of students, the figure of the sociology teacher comes into the spotlight. Being protagonist in the formation of its students. Therefore, this study has as object of research to analyze the profile of sociology teachers of the Regional Coordination of Education of Canoinhas / SC. In this direction, research of quantitative nature, with closed questionnaires were used for the application of interviews to the 16 sociology teachers. In order to understand the profile of this teacher who is teaching the discipline of Sociology in the Coordination. It was concluded with this research, that the professor of sociology, teaches in addition to sociology, other disciplines to complement his workload, not exclusively dedicating himself to preparing and teaching sociology classes, moves to the other municipalities of the Coordination and has not been working in the classroom for a long time. From this analysis, it is possible to understand who this teacher is and whether he faces difficulties in the process of teaching Sociology in high school.

Some Pandemic Reflections on the „Sociology at the Dawn of a Successful Century?” Conference

The Centre for Social Sciences (Hungarian Academy of Sciences Centre of Excellence) held a conference entitled Sociology at the Dawn of a Successful Century? on October 8-9, 2020 in Budapest. The concept of the conference was built around Dénes Némedi’s 20-year-old article and its updates. The ambitious goal of the organizers was nothing less than to review the state of Hungarian sociology and its latest research results. In this spirit, the plenary speaker, Károly Takács (Linköping University and CSS-RECENS, Centre for Social Sciences), first approached this complex subject from the perspective of teaching sociology, and then – among other things – argued for a reflexive sociology. The review of the current state of science inevitably had to focus on the COVID-19 epidemic and its social impacts as well. Accordingly, out of a total of 24 sections and more than a hundred talks, two separate sections and ten presentations were explicitly devoted to analyzing the social implications of the coronavirus. The presentations were commented on by invited speakers, and there was vibrant scientific dialogue in both panels.

Using Facebook to enhance student engagement in undergraduate sociology classes at Bangladeshi colleges

This paper attempts to explore and improve the success of Facebook technology in undergraduate Sociology classes to enhance students’ engagement. Teaching Sociology in Bangladeshi colleges faces several challenges particularly in using Facebook which has been critically presented in this paper where student engagement has been defined from different aspects i.e. systematically and conceptually. It is found that Facebook is effectively used in various settings for strengthening academic achievements but is not used equally in developing countries like Bangladesh. Nevertheless, the scope of applying ICT technology like Facebook is widening as the use of devices becomes popular gradually. But for achieving the target a suitable plan and sincere efforts is essential which may ensure quality education and the output will be a valuable outcome in the ICT based globalized world

The Gift of a Vocation: Learning, Writing, and Teaching Sociology

To write a sociological festschrift for a scholar necessarily means looking at a chain of influence instead of one person. In this essay, I honor William Shaffir, Emeritus Professor of Sociol­ogy at McMaster University, who taught me as I worked towards the MA. I examine what I learned from him by starting with my undergraduate experiences at McGill University, where Billy (I never heard anyone call him William) received his PhD. We shared influences there, including those who had studied with Howard S. Becker at Northwestern University. I then turn to my time at McMaster, and how Billy strengthened my knowledge of symbolic interactionism and qualitative methods, as well as taught me important lessons about writing. He also reduced graduate students’ anxieties, including mine, through two words: “No problem.” My experiences with Billy provided a model of mentoring that challenged the usual hierarchy between graduate students and professors. Those lessons were reinforced as I pursued a PhD at the University of Minnesota and spent two quarters at Northwestern University as a visiting student. These connecting influences helped me write and teach sociology in a largely quantitative department at the University of North Carolina-Chapel Hill, where I lacked the kind of support I had received as an undergraduate and graduate student. I taught there over 37 years, practicing the kind of sociology and mentoring that Billy generously modeled so many years ago.